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GRADUATING    SYSTEM 

FOB 

COUNTRY   SCHOOLS. 


ALEXANDER   L.  WADE, 

TWENTY  YEARS  A  TEACHER. AND  SUPERINTENDENT  OP  PUBLIC  SCHOOLS. 

WITH 

^n  Entromictton 

BT 

REV.  J.  R,  THOMPSON,  A.M., 
PRESIDENT  OF  WEST  VIRGINIA  UNIVERSITY. 


'The  Common  School,  oh!  let  its  light 
Shine  through  our  country's  story; 

Here  lies  her  wealth,  her  strength,  her  might; 
Here  rests  her  future  glory." 


BOSTON: 

NEW    ENGLAND    PUBLISHING    COMPANY, 

No.  16  HAWLEY  STREET. 

1881. 


L  e> 

,•  . 


COPYRIGHT,  1880, 
BY  ALEXANDER  L.  WADB. 


ALFRED  MTJDGE  &  SON,  PRINTERS, 
34  School  Street,  Roston. 


PREFACE 


MANY  excellent  books  have  been  written  in  the  interests 
of  popular  education,  and  the  author  of  this  book  has  no 
desire  to  push  aside  any  of  them,  but  an  earnest  aim  to  fill 
a  space  occupied  by  none  of  them.  A  glance  at  the  plan 
and  scope  of  this  work  may,  perhaps,  give  the  reader  a 
glimpse  of  some  prominent  points  in  which  it  ditfers  from 
all  other  educational  works. 

The  common  branches  are  taken  as  a  course  of  study,  and 
all  the  plans  and  appliances  of  higher  schools  —  annual  ex- 
aminations of  graduating  classes,  granting  diplomas,  form- 
ing alumni  associations,  and  publishing  catalogues  —  are 
applied  to  country  schools.  This  is  simply  the  application 
of  an  old  plan  to  a  new  purpose. 

The  common  branches  are  considered  as  the  tools  of 
tho.ught,  and  the  teacher  is  encouraged  to  give  his  pupils 
constant  practice  in  the  use  of  these  tools.  He  is  encour- 
aged to  take  the  lead  in  the  establishment  of  libraries,  and 
in  the  circulation  of  newspapers  and  educational  journals. 
He  is  encouraged  to  widen  his  work,  and  to  elevate  the 
school  by  giving  the  people  outside  of  the  school-room  an 
intellectual  uplift. 

The  school  is  considered  a  joint  company,  in  which  the 
tax-payers  are  stockholders;  and  it  is  maintained  that  the 
most  sensible  method  of  promoting  economy  in  school  ex- 
penses is  to  insist  on  constant  progress  in  the  qualification 


IV  PREFACE. 

and  skill  of  teachers  and  superintendents,  and  to  pay  them 
in  proportion  to  their  preparation  and  skill. 

The  pupil's  health  is  reckoned  an  element  of  supreme 
importance,  alike  essential  to  success  in  the  school-room  and 
in  the  business  of  later  life;  and  the  teacher  is  urged  to 
secure,  as  far  as  possible,  the  healthfulness  of  the  pupil's 
home,  as  well  as  the  healthfulness  of  the  school-room. 

Motives  are  esteemed  more  valuable  than  methods,  educa- 
tion is  made  pleasurable  rather  than  painful,  and  it  is  clearly 
intimated  that  the  teacher  who  uses  the  rod  as  an  incentive 
to  study  is  on  the  wrong  track. 

Woman's  superior  culture,  and  the  refining  influences  of 
ornamentation  and  music,  are  regarded  as  elements  of  inc.— 
timable  worth  in  the  educational  work. 

The  Bible  is  accepted  as  the  only  standard  of  morals,  and 
the  fact  that  it  is  recognized  as  the  seal  of  the  citizen's  oath 
before  the  court,  is,  of  itself,  considered  sufficient  reason 
why  its  sacredness  should  be  impressed  upon  the  child  in  the 
school. 

The  subject  of  industrial  education  is  introduced,  and  the 
teacher  is  urged  to  inspire  his  pupils  with  a  love  for  the  sev- 
eral callings  which  they  are  likely  to  pursue  in  later  life. 

The  schools  of  the  United  States  and  the  schools  of 
Europe  are  carefully  compared,  and  the  light  in  which  both 
are  viewed  by  leading  Asiatic  nations  is  considered. 

It  is  maintained  that  a  uniform  system  of  money,  weights, 
and  measures  for  all  nations  should  be  adopted,  in  order  to 
lessen  the  labor  of  school  life  in  all  lands,  and  to  bring  the 
business  of  the  whole  world  into  harmony. 

Illustrations  and  diagrams  are  used  in  this  work  wherever 
they  are  necessary  to  make  the  matter  plain. 

The  author  has,  all  through  the  work,  introduced  the  testi- 
mony of  living  educators  to  prove  the  positions  he  has  taken. 
In  four  of  the  chapters  of  this  book,  he  has  been  directly 
aided  by  educators  especially  able  in  the  subjects  they  have 
considered  ;  and  although  due  credit  in  each  case  is  given, 
he  may  be  permitted,  here,  to  acknowledge  his  indebtedness 


PREFACE.  V 

to  Rev.  J.  R.  Thompson,  president  of  West  Virginia  Uni- 
versity ;  Prof.  D.  T.  Ames,  editor  "  Penman's  Art  Jour- 
nal," New  York;  and  Hon.  E.  A.  Apgar,  late  United  States 
Commissioner  of  Education  to  Europe. 

Outside  of  the  author's  own  work,  this  book  is  an  embodi- 
ment of  the  best  and  freshest  educational  thought  of  the 
broadest  and  foremost  educational  thinkers,  —  thought  that 
is  alike  valuable  to  teachers  and  people.  This  book,  there- 
fore, hopes  to  find  a  welcome  in  the  family  library  as  well  as 
upon  the  desk  of  the  superintendent  and  teacher. 

Without  any  expectation  that  it  will  rise  above  criticism, 
but  in  the  hope  that  it  may  carry  sunshine  into  country 
school-houses  and  country  homes,  this  book  is  submitted  to 
the  public  by 

THE  AUTHOR. 

MORGANTOWN,   WEST    VIRGINIA, 

November  22,  1880. 


CONTENTS. 


PAGE 

INTRODUCTION xiii 

LECTURE  I. 
NEEDS  OF  OUR  COUNTRY  SCHOOLS,  AND  AIMS  OP  THE  GRAD- 


UATING SYSTEM 


LECTURE  II. 
THE  GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS  DEFINED, 

AND   THE   MODE   OF   ITS   APPLICATION   CONSIDERED  .  9 

LECTURE  III. 
THE  GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS  DEFINED, 

AND     THE     MODE      OF      ITS      APPLICATION       CONSIDERED 

(CONCLUDED) 23 

LECTURE  IV. 
ORIGIN    OF    THE     GRADUATING     SYSTEM     FOR     COUNTRY 

SCHOOLS     , .        .        43 

LECTURE   V. 
TRIALS  AND  TRIUMPHS  OF  THE  GRADUATING  SYSTEM         .        59 

LECTURE   VI. 
GROWTH    OF    THE    GRADUATING    SYSTEM,    AND    OFFICIAL 

TESTIMONY  OF  THOSE  WHO  HAVE  TRIED  IT    .        .        .        84 

LECTURE    VII. 
EDITORIAL    REVIEWS    OF    THE    GRADUATING    SYSTEM    r,v 

LEADING  EDUCATIONAL  JOURNALS     ,  111 


Vlll  CONTENTS. 


LECTURE   VIII. 
WHAT    LEADING    EDUCATORS    SAY    OF    THE    GRADUATING 

SYSTEM         .       .       ......       ..      ...       .       .      121 

LECTURE   IX. 
THE    GRADUATING    SYSTEM    SUITED    TO    THE    PRIMARY 

SCHOOLS  OF  CITIES  AND  TOWNS       .       .        .        .        .131 

LECTURE   X. 
THE    GRADUATING   SYSTEM  CONSIDERED  AND  COMMENDED 

BY  THE  NATIONAL  EDUCATIONAL  ASSOCIATION      .        .      135 

LECTURE   XL 
OBJECTIONS    TO    THE    GRADUATING    SYSTEM    CONSIDERED 

AND   ANSWERED      .  ...          .  .          .  .  .138 

LECTURE  XII. 

COUNTRY  SCHOOL-HOUSES.  —  NEED  OF  A  NATIONAL  ARCHI- 
TECT     .. 144 

>  LECTURE  XIIL 

FURNISHMENTS   OF   THE    SCIIOOL-ROOM       .  .  .  .157 

LECTURE   XIV. 
ORNAMENTATION  OF  THE  SCHOOL-ROOM 161 

LECTURE  XV. 
SCHOOL-GROUNDS  AND  SHADE-TREES 165 

LECTURE    XVI. 
Music  IN  COUNTRY  SCHOOLS 182 

LECTURE  XVII. 
THE  DICTIONARY  IN  THE  SCHOOL-ROOM  .  199 


CONTENTS. 


LECTURE    XVIII. 

HOW   TO  HAVE   A   LIBRARY   IN   EVERY    SCHOOL-ROOM         .  .         220 

LECTURE    XIX. 
NEWSPAPERS  IN  THE  SCHOOL-ROOM  AND  FAMILY  .        .       .      231 

LECTURE  XX. 
TEACHER'S  SALARY,  LIBRARY,  AND  EDUCATIONAL  JOURNALS,      242 

LECTURE    XXI. 

TEACHERS'  TRAINING-SCHOOLS  AND  INSTITUTES    .        .        .      254 

LECTURE   XXII. 
TEACHERS'  EXAMINATIONS  AND  COURSE  OF  STUDY      .        .      272 

LECTURE  XXIII. 
TEACHER'S  SALARY,  AND  TENURE  OF  OFFICE        .        .        .      280 

LECTURE  XXIV. 
FREE  TEXT-BOOKS  IN  FREE  SCHOOLS 291 

LECTURE  XXV. 
METHODS  FOR  SECURING  ATTENDANCE    ...  .      296 

LECTURE    XXVI. 
FIRST  LESSONS  IN  THE  COMMON  BRANCHES  .        .        ...      313 

LECTURE    XXVII. 

IIlXTS    UPON    TEACHING    WRITING 335 

LECTURE  XXVIII. 

HINTS    UPON   TEACHING   MAP-DRAWING 355 

LECTURE  XXIX. 

HlNTS        UPON      TEACHING      LETTER-WRITING       AND       BoOK- 

KEEPING  306 


X  CONTENTS. 

LECTURE  XXX. 

HINTS  UPON  GRADING  COUNTRY  SCHOOLS    ....    385 

LECTURE  XXXL 
SCHOOL  GOVERNMENT,  MANNERS,  AND  MORALS     .        .        .      395 

LECTURE  XXXII. 
INDUSTRIAL  EDUCATION  IN  COUNTRY  SCHOOLS      .       .        .      404 

LECTURE  XXXIII. 
NECESSITY  FOR  SCHOOL  SUPERVISION     .       •       ,        .       .      408 

LECTURE  XXXIV. 
WOMEN  AS  TEACHERS  AND  SCHOOL  OFFICERS       .        .        .      411 

LECTURE  XXXV. 
A  GLANCE  AT  EDUCATION  ABROAD 421 

LECTURE  XXXVI. 
UNIFORM    MONEY,   WEIGHTS,    AXD    MEASURES    FOR    THE 

WORLD  431 


LIST  OF  ILLUSTRATIONS, 
DIAGRAMS,  FORMS,  A1STD  TABLES. 


PAGE 

COMMON  SCHOOL  DIPLOMA 37 

CARD  NOTICE  OP  ANNUAL  EXAMINATIONS  .        .        .        .  56 

FORM  OF  TEACHER'S  REPORT  FOR  ANNUAL  CATALOGUE  .  66 

CARD  NOTICE  OF  ALUMNI  MEETINGS 71 

CARD  NOTICE  OF  SUPERINTENDENT'S  VISITS     ...  78 

THE  CAPITOL  AT  WASHINGTON 167 

NORMAL  SCHOOLS  IN  THE  UNITED  STATES  .  .  .  256 
TEACHERS'  TRAINING  SCHOOLS  IN  GERMANY  .  .  .  265 
MONTHLY  PAY  OF  TEACHERS  IN  THE  SEVERAL  STATES  .  288,  289 

DIPLOMA  OF  HONOR 301 

COUNTY  SCHOOL  BANNER       .        .        .        ...        .        .          304 

AVERAGE  ATTENDANCE  IN  THE  SEVERAL  STATES      .        .  310,311 

TIME  GLOBE 328 

POSITIONS  AT  THE  WRITING  TABLE    .        .        .        .341,  342,  343 

PEN-HOLDING 343 

MONOGRAM  OF  SMALL  LETTERS 348 

MONOGRAMS  OF  CAPITAL  LETTERS 348 

THE  SEVEN  PRINCIPLES  USED  IN  WRITING       .        .  350 

DIAGRAM  OF  NORTH  AMERICA '.          357 

ENVELOPES 369,370 

MODELS  OF  HEADING      ...  .  .  373 


Xli  LIST   OF   ILLUSTRATIONS,    ETC. 

MODELS  OF  INTRODUCTION    .        ....        .        .  375,  376,  377 

MODELS  OF  CONCLUSION       .       V      -        •'      •        .        .379,380 
NUMBER  OF  TEACHERS  EMPLOYED  AND  SALARIES  PAID  IN 

THE  SEVERAL  STATES      .        ••'."•        •        •        •        •  412,413 

METRIC  TABLE        •       .       •       •        ••        •        •        .          438 

PROGRESS  OF  METRIC  SYSTEM  IN  VARIOUS  COUNTRIES  .         441 


INTRODUCTION 


IT  is  idle  to  talk  of  the  public  health  when  THE  PEOPLE 
are  eating  tainted  meat.  Public  morality  means,  not  that 
a  few  men  are  sober  and  trustworthy,  but  that  the  people 
are  neither  dishonest  nor  impure.  There  is  no  such  thing 
as  national  religiousness  if  the  people  are  infidels.  Public 
intelligence  is  impossible  if  the  great  mass  of  the  people 
are  ignorant,  or  indifferent  to  education.  The  nation's 
health,  morality,  piety,  and  intelligence  must  mean  the 
health,  the  morality,  the  piety,  and  the  intelligence  of  the 
people.  A  nation  is  strong  and  prosperous  only  when  its 
citizens  are  possessed  of  these  qualities. 

Mr.  Wade  has  written  a  book  entitled  "A  Graduating 
System  for  Country  Schools."  The  value  and  significance 
of  this  work  require  emphasis  on  the  word  u  country."  It 
is  written  with  the  avowed  object  of  improving  our  country 
schools.  It  is  not  in  opposition  to  town  or  city  schools. 
It  does  not  seek  to  depreciate  their  work  or  lessen  their 
influence.  It  recognizes  the  place  and  incalculable  impor- 
tance of  the  college  and  the  university.  This  book,  how- 
ever, has  a  single  and  most  laudable  end  in  view,  viz.,  the 
improvement  of  the  country  school.  The  whole  nation  is 
interested  in  the  character  of  our  country  schools,  for  they 
are  the  schools  of  the  people,  and  the  people,  in  the  end, 


Xiv  INTRODUCTION. 

constitute  the  nation.  If  the  nation  is  to  be  pure,  strong, 
just,  intelligent,  free,  the  people  living  in  the  country  must 
be  pure,  strong,  just,  intelligent,  free.  We  are  to  welcome 
every  honest  effort  to  render  more  efficient  the  country 
school,  for  in  so  doing  we  are  directly  contributing  to  the 
intelligence,  the  virtue,  the  health,  and  the  wealth  of  the 
whole  nation.  I  can  conceive  of  no  greater  danger  to  free 
institutions  than  an  ignorant  country  population ;  and,  I 
think,  no  doubt  can  be  entertained  of  the  proposition  that 
an  intelligent  and  thoughtful  agricultural  class  must  always 
constitute  the  strongest  defence  of  a  free  people.  Who- 
ever, then,  is  interested  in  the  welfare  of  the  nation  :unl 
the  perpetuity  of  republican  government,  will  regard  with 
favor  every  effort,  like  this  of  Mr.  Wade's,  to  improve  the 
quality  of  the  instruction  given  in  country  schools. 

I  have  personal  knowledge  of  the  working  of  the  Gradu- 
ating System  in  the  schools  of  Monongalia  County,  West 
Virginia,  and  I  have  no  hesitation  in  pronouncing  that  work 
to  be  u  very  good."  It  enlists  the  parents,  it  quickens  the 
teacher,  it  stimulates  the  pupil,  it  stirs  country  communi- 
ties to  almost  a  fever  heat  on  the  subject  of  education. 
Whenever  a  man  of  Mr.  Wade's  skill,  enthusiasm,  and 
good  sense  introduces  this  Graduating  System,  an  educa- 
tional revival  may  be  confidently  expected.  The  system 
will  not  work  itself;  but  in  the  hands  of  a  county  super- 
intendent who  loves  and  honors  his  work,  and  is  possessed 
of  a  reasonable  amount  of  tact  and  knowledge  of  human 
nature,  its  success  is  certain.  To  all  such  I  commend  it. 
In  the  following  pages  Mr.  Wade  gives  the  history  of 
the  Graduating  System,  recounts  its  early  struggles  and 
triumphs,  shows  its  adaptedness  to  its  work,  considers  and 
answers  objections  to  the  syslem,  and  discusses  a  variety 
of  important  matters  in  connection  with  the  country  school. 


INTRODUCTION.  XV 

It  is  written  in  a  clear  and  readable  style.  Some  of  its 
chapters  have  the  charm  of  fiction.  The  book  ought  to 
have,  and,  when  its  merits  are  known,  will  have,  an  im- 
mense sale. 

This  question  of  the  education  of  the  whole  people  is 
every  day  becoming  a  more  serious  and  important  one. 
We  are  scarcely  past  the  period  when  the  national  vanit}7" 
was  swelling  at  the  respectable  figure  we  had  made  in  the 
world  during  the  first  century  of  our  history.  Taken  as  a 
whole,  the  past  history  of  this  Republic  justifies  a  sincere 
and  hearty  congratulation  and  rejoicing  on  the  part  of  its 
patriotic  and  liberty -loving  citizens.  Neither  among  the 
republics  and  empires  of  antiquity,  nor  the  existing  nation- 
alities of  the  present,  can  there  be  found  a  parallel  instance 
of  such  unprecedented  growth  and  development  in  all  that 
makes  a  nation  great  and  powerful.  In  the  light  of  the 
unquestionable  facts  of  our  history,  a  little  boasting  would 
seem  pardonable. 

The  real  problem  of  our  destiny,  however,  lies  in  the 
future.  No  amount  of  glorification  over  the  achievements 
of  the  past  can  blind  the  eyes  of  the  thoughtful  patriot  to 
the  duties  and.  dangers  of  the  next  century  of  American 
history.  In  thirty  years  from  to-day,  according  to  the 
present  rate  of  increase  in  our  population,  there  will  be 
dwelling  between  the  shores  of  the  Atlantic  and  Pacific 
Oceans  over  one  hundred  millions  of  souls.  This  will 
equal  the  present  aggregate  population  of  England,  France, 
Spain,  Switzerland,  Portugal,  Sweden,  and  Denmark. 
What  a  might}'  empire  these  states  would  form  if  they 
were  commingled  into  one  mass,  governed  by  the  same 
laws,  ruled  by  the  same  potentate'!  Such  a  nation  will  be 
found  on  the  shores  of  America  in  the  opening  years  of 
the  twentieth  century.  Sixty  years  from  this  time,  if  our 


XVi  INTRODUCTION. 

population  continue  to  increase  in  the  same  ratio  hereafter 
as  it  has  heretofore,  there  will  be  dwelling  within  our 
boundaries  two  hundred  and  forty-six  millions  of  people, 
equalling  the  present  population  of  all  Europe. 

Possibly  the  child  is  living  to-day  who  shall  witness  the 
period  when  the  population  of  the  United  States  shall  equal 
the  present  population  of  all  the  republics,  empires,  and 
kingdoms  of  the  European  continent. 

This  great  mass  of  commingled  peoples,  gathered  from 
all  quarters  of  the  globe,  and  representing  every  possible 
phase  of  social  and  political  and  religious  development,  are 
to  govern  themselves.  No  one  man  is  to  legislate  and 
execute  for  the  whole.  Every  man  is  to  hold  in  his  hand 
the  elective  franchise ;  every  man  is  to  be  a  sovereign. 
The  laws  are  to  be  made,  interpreted,  and  executed  by 
representatives  of  the  people.  The  people  are  to  hold  in 
their  own  hands  the  reins  of  government,  and  cpntrol,  by 
their  action,  the  ultimate  destiny  of  the  mightiest  nation- 
ality on  the  globe. 

Never  before,  in  all  the  history  of  the  world,  did  a  single 
political  society  hold  in  its  hands  such  a  magnificent  prize. 
They  will  either  demonstrate  to  the  world  that  man  is 
capable  of  self-government,  and  thus  put  to  the  rout  all 
the  defenders  of  monarchies  and  aristocracies,  or,  by  inca- 
pacity, faction,  intrigue,  sordid  selfishness,  ignorance,  im- 
morality, and  official  peculation,  they  will  blast  forever  the 
dearest  hopes  of  oppressed  humanit}',  and  turn  back  the 
dial  of  progress  for  a  thousand  }'ears.  The  most  opulent 
imagination  can  scarcely  conceive  the  possibilities  of  glory 
and  honorable  renown  that  will  open  out  before  this 
Republic  if  these  millions  are  true  to  their  high  and  sacred 
trust.  The  most  sanguine  prophet,  in  casting  the  horo- 
ecopq  of  our  future,  would  scarcely  dare  predict  the  might 


INTRODUCTION.  XV11 

and  power  and  grandeur  of  this  nation  when  it  shall  cele- 
brate its  second  centennial  jubilee. 

The  problem  of  the  future  is,  how  these  coming  millions 
of  American  citizens  shall  be  fitted  for  the  discharge  of 
their  momentous  duties.  The  future  of  this  country  is 
assured  only  when  its  destinies  are  in  the  hands  of  a  free, 
intelligent,  and  virtuous  people.  The  great  paramount 
question  of  the  hour  is.  how  the  future  generations  of 
American  freemen  shall  be  prepared  to  preserve  and  per- 
petuate the  Republic.  An  intelligent  and  virtuous  people 
always  wilt  be  a  free  and  happy  people.  An  ignorant  and 
vicious  people  cannot  but  be  slaves,  for  ignorance  and  vice 
are  the  conditions  of  slavery.  The  sine  qua  non  of  a 
republic  is  the  virtue  and  intelligence  of  its  people.  With- 
out these  prime  characteristics,  a  transient,  dazzling 
splendor  may  be  attained,  but  it  is  only  as  the  hectic  flush 
of  the  consumptive,  betokening  the  decay  within. 

Our  future  is  free  from  peril  so  long  as  the  masses  are 
reached  by  the  educational  and  religious  forces  of  the 
country.  Education  must  not  only  be  so  free  that  all  can 
have  it,  but  the  state  must  see  to  it,  on  the  peril  of  its  life, 
that  all  do  have  it.  Every  citizen  must  secure  that  mental 
culture  and  discipline  which  frees  its  possessor  from  pas- 
sion, bigotry,  and  prejudice.  Religion  must  be  more  than 
a  history,  a  creed,  a  ceremony,  a  form,  a  church.  Religion 
must  become  synonymous  with  righteousness,  and  it  must 
be  clothed  in  such  an  attractive  garb  that  it  will  irresistibly^ 
draw  to  itself  the  lowest  classes  in  society,  just  as  the  per- 
fectly righteous  One  drew  around  him  the  publicans  and 
sinners  of  Galilee.  At  all  cost,  religion  and  education 
must  adorn,  beautify,  and  ennoble  the  homes  of  the  Repub- 
lic. These  are  the  bulwarks  of  free  institutions.  En- 
shrined in  these,  as  within  an  impregnable  citadel,  the 


XV111  INTRODUCTION. 

hopes  and  liberty  of  man  are  assured  forever.  Who,  then, 
are  the  saviors  of  the  Republic  ?  They  who  are  teaching 
its  citizens,  either  b}^  precept  or  example,  to  be  virtuous 
and  intelligent.  Who  are  attempting  its  destruction? 
They  who  foster  vice,  and  put  a  premium  on  ignorance. 
The  former  are  gaining  on  the  latter.  They  are  increasing 
in  numbers,  devotion,  influence. 

We  are  to  hold  fast  to  the  belief  that  this  land,  conse- 
crated to  liberty  and  religion  by  a  baptism  of  blood,  shall 
forever  be  the  asylum  of  the  oppressed  and  the  hope  of 
mankind.  The  glad  song  of  freedom  shall  be  wafted  by 
our  breezes,  shall  be  murmured  by  our  rivers,  shall  be 
caught  up  by  our  valleys,  shall  be  echoed  by  our  hills,  and 
shall  be  borne  aloft  by  our  mountains,  until  its  strains  of 
melody  shall  circle  the  globe  and  the  long  slavery  of  man 
shall  be  ended. 

J.  B.  THOMPSON. 

WEST  VIRGINIA  UNIVERSITY, 
November  9,  1880. 


A  GRADUATING  SYSTEM 


FOB 


COUNTRY    SCHOOLS. 


LECTURE  I. 

NEEDS  OF  OUR  COUNTRY  SCHOOLS,  AND  AIMS  OF  THE 
GRADUATING  SYSTEM. 

I  HAVE  accepted  an  invitation  to  deliver  a  course 
of  familiar  lectures  on  the  subject  of  A  GRADUATING 
SYSTEM  FOR  COUNTRY  SCHOOLS.  I  am  pleased  to 
see  before  me  a  multitude  of  interested  persons, 
embracing  parents  and  pupils,  teachers  and  school 
officers.  These  lectures  are  intended,  in  the  broad- 
est and  best  sense,  to  represent  the  blended  interests 
of  all  parties,  and  to  invite  all  who  desire  better 
schools  to  unite  in  the  work  of  lifting  the  entire 
school  system  to  higher  and  healthier  grounds. 

While  many  features  of  the  graduating  system  are 
new  and  original,  the  cream  of  what  has  been  writ- 
ten and  spoken  upon  living  questions  by  the  freshest 
writers  and  the  foremost  thinkers  connected  with  the 
cause  of  popular  education,  in  this  country  and  in 
Europe,  will  be  made  tributary  to  these  lectures. 


2       GRADUATING   SYSTEM  TOR  COUNTRY  SCHOOLS. 

The  graduating  system  for  country  schools  is  not  a 
fabric  of  theories  woven  in  the  loom  of  fancy ;  it  is  a 
complete  system  of  common-sense  plans,  which  have 
been  tested  by  practice.  Although  this  system  is  of 
recent  origin,  although  it  is  still  in  its  infancy,  it 
has  been  officially  recommended  by  State  and  county 
officers  where  its  work  has  been  fully  tested ;  it  liu* 
been  favorably  reviewed  by  most  of  the  loading  edu- 
cational journals  of  the-  land;  it  has  been  heartily 
indorsed  by  some  of  the  pioneer  thinkers  in  the  com- 
mon-school cause;  and  a  resolution  of  the  National 
Educational  Association  calls  the  attention  of  Stato 
superintendents  throughout  the  United  States  to  tho 
propriety  of  its  adoption. 

It  is  not  my  purpose  in  this  introductory  talk  to 
give  a  minute  account  of  the  operations  of  this  sys- 
tem, but  rather  to  present  its  aims,  and  to  give  a 
glimpse  of  what  will  be  brought  to  light  in  future 
lectures.  But  before  attempting  to  present  these 
aims,  let  us  glance  at  the  present  condition  of  our 
public  schools  and  at  tho  results  of  their  work. 

It  is  generally  conceded  by  intelligent  people  that 
the  common  schools  of  the  country  are  the  pride  of 
the  present  age;  and  yet  no  one  claims  that  they 
have  reached  anything  like  perfection.  There  is, 
indeed,  a  growing  conviction  that  they  ought  to  do 
more,  —  to  produce  a  higher  and  purer  civilization. 
The  last  annual  report  of  tho  National  Commissioner 
of  Ed  neat  ion  shows  a  daily  attendance  of  but  littlo 
more  than  one  third  of  the  school  population  of  tho 


NEEDS  OF  OUR  COUNTRY  SCHOOLS.        3 

States  and  Territories.  From  this  fact  alone  it  is 
evident  that  we  cannot  reasonably  expect  the  most 
satisfactory  results  until  the  attendance  upon  our 
public  schools  be  made  more  general  and  regular. 
Calls  for  compulsory  attendance,  which  come  from 
various  quarters,  certainly  indicate  that  there  is  want 
of  harmony  between  the  public  schools  and  the  peo- 
ple. Vast  multitudes  of  men  and  women  unable  to 
read  and  write,  found  in  every  State  of  the  Union, 
all  bear  testimony  to  the  belief  that  there  must  be  a 
missing  link  in  our  system  of  popular  instruction. 

While  the  amount  of  work  accomplished  by  our 
public  schools  by  no  means  meets  our  highest  expec- 
tations, the  quality  of  the  work  is  even  less  satisfac- 
tory. Many  of  our  young  people  form  in  the  school- 
room an  actual  dislike  for  study ;  and  few  of  them, 
upon  leaving  school,  carry  with  them  a  love  of  study 
which  will  last  throughout  life. 

Viewing  the  work  of  popular  education  from  our 
present  stand-point,  we  certainly  cannot  call  it  a  com- 
plete and  harmonious  system.  But  want  of  success 
in  the  work  of  our  schools  is  not  proof  that  our 
teachers  have  been  unskilful  in  the  use  of  our  school 
methods.  The  fact  that  failure  has  been,  in  a  degree, 
almost  universal,  points  to  the  conclusion  that  the 
defect  is  not,  mainly,  in  the  manner  in  which  our 
school  methods  have  been  employed,  but  that  it  is  in 
the  methods  themselves. 

No  one  will  claim  that  we  have  been  wanting  in 
the  number  and  variety  of  our  educational  methods. 


4       GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

We  have  had  innumerable  methods  in  endless  variety. 
Our  school  machinery  has  been  too  much  complicated. 
Nature  points  to  but  few  educational  methods,  and 
these  are  all  simple  and  pleasurable.  If  in  our  plans 
for  securing  attendance,  and  in  our  modes  of  teach- 
ing, we  will  but  follow  the  hints  which  Nature  has 
given  us,  she  will  help  us  far  more  than  half-way 
with  our  work. 

It  is  true  that  many  of  our  teachers  have  been 
guided  by  Nature's  methods  in  their  modes  of  teach- 
ing, and  have  wielded  a  mighty  influence  in  lifting 
whole  communities  to  a  higher  plane.  Close  ob- 
servers have  noted  the  fact  that,  under  such  instruc- 
tion, young  people  not  only  complete  the  common- 
school  branches,  but  they  form,  in  school,  such  a 
taste  for  study  that  education  does  not  cease  when 
school  days  are  ended. 

The  further  fact  has  been  noted,  that  under  another 
class  of  teachers  (so  called),  pupils  take  up  but  few 
branches  and  gain  but  little  knowledge  of  these,  and 
they  look  forward  to  the  end  of  their  school  days  as 
the  end  of  all  education. 

The  former  method  leaves  the  pupil  with  a  fair 
knowledge  of  all  the  common  branches  and  with  a 
love  of  learning;  the  latter  leaves  him  with  but 
little  knowledge  of  these  branches  and  with  an  aver- 
sion to  study.  The  former  method  is  as  far  superior 
to  the  latter  as  railroads  are  in  advance  of  foot-paths. 

We  have  heretofore  had  no  plan  for  presenting  to 
the  public  the  results  of  the  individual  work  of  each 


NEEDS  OF  OUR  COUNTRY  SCHOOLS.        5 

teacher  and  of  each  pupil  in  the  public  schools  of 
a  coumty.  The  people  of  the  country,  having  no 
opportunity  to  compare  intelligently  the  work  of  the 
several  teachers  of  their  own  county,  sometimes 
conclude  that  one  teacher  is  about  as  good  as 
another,  and  they  therefore  prefer  to  employ  the 
one  who  will  work  the  cheapest.  They  do  not,  as 
a  rule,  seek  for  cheap  legal  counsellors,  or  for  low- 
priced  physicians.  They  prefer  to  employ  the  law- 
yer who  gains  his  cases  and  the  doctor  who  cures 
his  patients,  and  they  cheerfully  pay  liberal  fees 
for  such  services. 

If  the  people  of  the  country  could  .see  clearly 
the  results  of  the  work  of  each  teacher  in  their 
county,  they  would  employ  successful  teachers,  at 
liberal  prices,  in  preference  to  unsuccessful  teachers 
at  low  wages. 

The  several  needs  which  I  have  named  are  met 
jby  the  graduating  system  for  country  schools.  It 
presents  in  every  family  of  each  county,  in  simple 
and  suitable  form,  the  recorded  results  of  the  work 
done  in  each  school,  so  that  every  one  may  judge  of 
the  comparative  success  of  each  school  and  of  each 
teacher  in  the  county. 

But  this  system  aims  to  do  more  than  merely 
present  results  ;  it  aims  to  produce  them.  In  order 
to  produce  the  best  results,  it  selects  methods  which 
Nature  points  out  as  suitable,  and  adopts  plans  which 
experience  has  proven  to  be  practical. 

Close  observation  will  convince  that,  in  gaining 


6        GRADUATING    SYSTEM   FOR   COUNTRY    SCHOOLS. 

knowledge,  the  method  used  by  the  child  before  the 
school  period  begins,  and  the  method  adopted  by  the 
man  after  the  school  period  ends,  are  the  same,  —  that 
is,  self -instruction.  If  the  process  of  mental  growth 
and  of  acquiring  knowledge  is  alike  in  the  infant  and 
in  the  man,  we  are  certainly  justified  in  claiming  that 
the  same  process  should  be  followed  during  the 
period  between  infancy  and  manhood. 

It  is  generally  conceded  by  thinking  people  that 
the  amount  of  knowledge  which  the  child  gains 
before  the  school  period  begins,  is  greater  than  in 
any  subsequent  period  of  like  duration.  This  knowl- 
edge it  gains,  too,  by  the  voluntary  use  of  its  facul- 
ties. It  is  not  forced  to  learn.  It  is  self-educated. 
The  pleasure  it  derives  from  what  it  learns  is  suf- 
ficient to  prompt  it  constantly  to  push  its  inquiries 
into  new  and  unexplored  fields.  It  is  not  contented 
with  a  single  teacher,  but  it  persists  in  making  the 
knowledge  of  every  member  of  the  family  tributary 
to  its  education.  No  scientist  of  the  present  day  is 
more  busily  engaged  with  his  experiments  and  obser- 
vations than  the  child  five  years  of  age.  \Vo  have 
but  to  open  our  eyes  to  see  that  this  is  a  universal 
law  of  early  childhood.  It  is  evident  that  if  we  can 
continue  throughout  the  period  of  youth  this  pleasur- 
able method  of  self-instruction,  we  have  some  assur- 
ance that  study  will  not  cease  when  school  days  are 
ended. 

If,  however,  when  the  school  period  begins,  we 
change   from  the   method  by  which  the  child  has 


NEEDS  OF  OUR  COUNTRY  SCHOOLS.        7 

gained  its  stock  of  knowledge,  and  adopt  a  method 
of  force,  education  at  once  becomes  a  stuffing  pro- 
cess, and  the  child  soon  loses  its  keen  appetite  for 
knowledge.  When  the  school  period  is  ended,  and 
the  restraints  of  teachers  and  parents  are  removed, 
the  man  instinctively  returns  to  the  methods  of 
infancy.  Thenceforth  his  improvement,  as  in  in- 
fancy, must  depend  mainly  upon  his  own  efforts. 

It  is  evident  that  one  uniform  method,  running 
through  the  whole  length  of  life,  is  great  gain  in 
time  and  labor.  The  most  successful  teachers  of 
the  present  day  are  pursuing  this  plan ;  and  the 
tendency  of  all  modern  methods  of  education  is  in 
the  direction  of  this  tltrough  line  of  Nature's  own 
choosing. 

Observation  teaches  us  that  there  is  wonderful 
uniformity  in  the  intelligence  of  children  before  the 
school  period  begins;  but  this  line  of  uniformity 
diminishes  at  every  step  as  we  pass  from  childhood 
to  youth,  and  from  youth  to  manhood.  The  aim  of 
the  graduating  system  is  to  lift  this  line  of  uniformity 
until  it  shall  include  a  knowledge  of  all  .the  common- 
school  branches. 

It  has  been  said  that  "  no  system  of  public  educa- 
tion is  worthy  of  the  name  unless  it  creates  a  great 
educational  ladder,  with  one  end  in  the  gutter  and 
the  other  in  the  university."  The  graduating  system 
aims  to  lift  all  the  youth  of  the  country  to  the  first 
round  of  this  educational  ladder.  This  it  seeks  to 
accomplish,  not  by  regarding  the  school  as  a  brain 


8        GRADUATING    SYSTEM   FOR   COUNTRY    SCHOOLS. 

factor t/,  where  the  teacher  is  attempting  to  get  up 
intellects  to  order,  but  by  the  adoption  of  a  uniform 
system  of  common-sense  motives  tending  to  bring 
the  aims  of  all  country  schools  into  harmony,  and  by 
creating  in  the  minds  of  the  masses  a  noble  passion 
for  having  all  the  young  people  complete  all  the 
common  branches  before  leaving  school. 

We  certainly  need  some  great  and  harmonious 
system,  which  shall  be  to  the  educational  work  of 
the  country  what  the  mowing  machine  is  to  the  farm, 
the  sewing  machine  to  the  family,  the  power  loom  to 
the  factory,  the  locomotive  to  travel,  and  the  mag- 
netic telegraph  to  the  transmission  of  news ;  and  I 
believe  that  the  nearest  approach  to  this  which  has 
yet  been  made  is  the  movement  to  introduce  in  :ill 
the  States  of  the  Union  the  graduating  system  for 
country  schools. 


LECTURE  n. 

THE  GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS 
DEFINED,  AND  THE  MODE  OF  ITS  APPLICATION 
CONSIDERED. 

THE  graduating  system  for  country  schools  is 
simply  taking  the  primary  branches  as  a  course  of 
study  for  graduation,  and  making  application  of  all 
the  plans  and  appliances  of  the  best  academies  and 
colleges  to  the  common  schools  of  the  country. 

The  time  in  which  each  advanced  pupil  agrees  to 
complete  this  course  of  study  is  announced. 

Public  examinations  of  graduating  classes  are  held 
annually,  at  points  agreed  upon,  in  each  county,  and 
diplomas  are  granted  to  those  who  satisfactorily  com- 
plete the  course  of  study. 

An  alumni  association,  holding  annual  meetings  for 
the  mutual  improvement  of  those  who  have  gradu- 
ated, is  organized  in  every  township  or  magisterial 
district. 

A  catalogue,  containing  a  clear  statement  of  the 
work  of  each  school,  is  published  annually  in  every 
county.  In  this  catalogue  each  school  occupies  suf- 
ficient space  to  give  — 


10      GRADUATING    SYSTEM   FOR    COUNTRY   SCHOOLS. 

1.  The  name  of  the  school. 

2.  The  name  of  the  teacher. 

3.  The  number  of  youths  entitled  to  attend. 

4.  The  number  of  youths  in  actual  attendance. 

5.  The  number  of  youths  entitled  to  attend,  but 
not  in  attendance. 

6.  The  daily  average  attendance. 

7.  The  daily  per  cent  of  attendance,  based  upon 
the  number  in  attendance,  and  the  number  entitled 
to  attend,  but  not  in  attendance. 

8.  The  branches  taught  and  the  number  studying 
each  branch. 

9.  The  names  of  pupils  who  have  graduated,  and 
the  dates  of  their  graduation. 

10.  The  names  of  pupils  who  have  undertaken 
to  complete  the  course  of  study  in  one,  two,  three, 
or  four  years,  making  clear  the  class  to  which  each 
belongs.     Pupils  who  cannot  complete  the  course  of 
study  in  four  years  or  less  compose  the  PREPARATORY 
DEPARTMENT,  but  their  names  do  not  appear  in  the 
catalogue. 

This  catalogue  contains  also  the  annual  report  of 
the  county  superintendent  or  commissioner,  preseht- 
ing  the  result  of  the  work  of  the  past  year  and  his 
recommendations  for  the  future,  a  synopsis  of  the 
proceedings  of  the  several  alumni  associations,  the 
names  of  officers  and  the  time  and  place  of  the  next 
annual  meeting  of  each  association,  and  also  brief 
obituary  notices  of  teachers  and  graduates  and  under- 
graduates who  have  died  within  the  year. 


THE   GRADUATING    SYSTEM   DEFINED.  11 

This  system  may  be  introduced  into  the  schools  of 
a  State  or  a  county,  and  it  can  be  tested  even  in  a 
township  or  district,  or  in  a  single  school. 

COUESE  or  STUDY  FOR  COUNTRY  SCHOOLS. 

Orthography,  Reading,  Writing,  Arithmetic,  Ge- 
ography, English  Grammar,  and  History  are  the 
branches  required  by  most  of  the  States  to  be  taught 
in  the  common  schools  of  the  country.  Some  of  the 
States  require  additional  branches,  while  in  others 
history  is  not  included. 

The  propriety  of  readjusting  the  common-school 
course  of  studies  and  making  the  course  uniform  in 
all  the  States  is  worthy  of  the  consideration  of  the 
nation's  best  educators.  Until  this  be  done,  it  is  the 
duty  of  teachers  and  school  officers  to  see  that  pupils 
pursue  the  course  of  study  prescribed  by  the  law  of 
the  State  in  which  they  live. 

Every  pupil  should  be  early  impressed  with  the 
importance  of  COMPLETING  this  course  of  study. 
Many  of  them  may  do  much  more ;  none  of  them 
should  think  of  doing  less.  The  provisions  which 
are  now  made  for  the  education  of  the  youth  of  most 
of  the  States  are  more  than  sufficient  to  enable  each 
pupil,  if  well  worked,  to  gain  a  fair  knowledge  of  all 
the  primary  branches  ;  and  yet  few  of  them  take  up 
all  these  branches,  and  still  fewer  complete  them. 

This  may  be  readily  accounted  for,  from  the  fact 
that  in  many  places  the  educational  work  in  the 
country  has  been  entirely  aimless.  We  have  been 


12      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

depending  for  success  upon  methods,  rather  than 
upon  motives.  Methods  are  essential,  but  they  can 
no  more  rise  to  the  dignity  of  motives  than  the  road 
leading  to  a  large  city,  which  we  arc  anxious  to 
visit,  can  rise  to  the  importance  of  the  city  itself. 
No  one  who  begins  the  world  poor  will  ever,  by 
the  work  of  his  hands  or  his  head,  have  a  honx 
his  own,  unless  he  be  led  by  motives  to  work  for 
this  end;  and  no  one  will  become  a  scholar,  unle-> 
he  shall  first  make  up  his  mind  to  be  a  scholar. 

The  graduating  system  is  simply  applying  to  the 
educational  work  certain  rules  or  laws  of  business, 
which  are  founded  on  common-sense.  An  agreement 
to  complete  a  certain  amount  of  work  in  a  given 
time  for  a  specified  sum  is  a  rule  regulating  labor  in 
the  best  business  establishments  on  the  glolxj,  an<l  i> 
found  to  work  equally  well  in  the  employment  of 
men,  women,  or  children. 

In  order  to  ascertain  whether  wo  need  such  a 
system  in  our  schools,  let  us  look  at  the  manner  in 
which  the  courses  of  study  are  carried  out  in  the 
common  schools  of  the  country.  The  bran 
required  by  law  to  be  taught  in  the  common  schools 
of  the  several  States  compose  a  course  of  study  far 
more  uniform  than  any  which  could  be  formed  by 
uniting  the  branches  taught  in  the  colleges  of  thi> 
country  or  of  Europe.  So  little  effort  has  been 
made,  however,  to  carry  out  this  uniformity,  and  to 
complete  this  course  of  study  in  our  country  schools, 
that  the  French  Commissioners  of  Education,  at  our 


THE    GRADUATING   SYSTEM   DEFINED.  13 

Centennial  Exhibition,  after  studying  carefully  our 
system  of  public  instruction,  as  presented  by  the 
several  States  of  the  Union,  in  their  report  to  the 
people  on  the  other  side  of  the  sea,  make  this 
declaration:  "The  courses  of  study  in  ungraded 
schools  are  still  in  the  tentative  period,  not  to  say 
in  a  state  of  chaos." 

So  far  as  I  am  aware,  this  declaration  of  the 
French  Commissioners  of  Education  has  not  been 
contradicted  by  an  intelligent  journalist.  Indeed, 
the  leading  journals  of  education  throughout  the 
land  have  been  laboring  to  impress  this  same  fact 
upon  the  minds  of  educators  everywhere,  and  to 
enforce  the  necessity  for  some  great  system  to 
harmonize  these  chaotic  elements. 

As  an  index  to  the  sentiment  of  the  public  press 
upon  this  subject,  I  make  a  brief  extract  from  one  of 
our  ablest  journals,  Barnes*  Educational  Monthly. 
In  a  leading  editorial  on  "  Our  Common-School 
System,"  found  in  the  February . number,  1879,  the 
editor  says,  "In  a  multitude  of  cases,  what  a  child 
studies  depends  upon  the  blind  judgment  of  parents 
or  the  momentary  convenience  or  caprice  of  teachers. 
The  so-called  common-school  course  is  no  course  at 
all.  We  most  earnestly  commend  any  superintend- 
ent or  teacher  who  can  suggest  any  way  by  which 
order  can  be  obtained  and  the  confusion  now  existing 
avoided." 

The  unanimous  verdict  of  all  who  have  studied  our 
system  of  popular  instruction  is,  that  the  want  of 


14      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

uniformity  in  the  course  of  studies,  or  rather  the 
want  of  any  uniform  plan  for  inducing  pupils  to  take 
up  and  complete  a  course,  is  the  lame  limb  in  our 
educational  work,  which  has  caused  so  much  limping 
all  over  the  land.  This  universal  lameness  in  our 
educational  body  is  the  legitimate  result  of  our 
school  management. 

I  have  carefully  studied  this  subject,  and  I  run 
fully  convinced  that  we  should  bring  our  eommon- 
sense  to  the  front,  and  adopt  for  our  country  sch 
plans  which  have  been  approved  by  the  best  business 
minds  of  the  age.     The  methods  by  which  most  of 
our  schools  are  managed  would  soon  bankrupt  any 
extensive  farmer,  business  firm,  or  factory.     If  the 
teacher  of  a  school  of  fifty  pupils  should  be  in:id<' 
the  foreman  of  a  factory  requiring  fifty  ope  rat  i 
and  should  adopt  the  loose  methods  of  many  of  our 
school-rooms,  he  would  lose  his  position  in  less  than 
a  fortnight.     Under  such  management  he  would  l>e 
unable  to  hold  for  a  length  of  time  any  position  «>! 
like  character  where  the  result  of  the  work  is  exam- 
ined at  the  end  of  the  week. 

I  would  not  have  you  lose  sight  of  the  fact,  here- 
tofore presented,  that  the  defective  work  of  our 
country  schools  is  not  in  the  main  the  fault  of  our 
teachers,  but  that  it  is  the  legitimate  result  of  the 
absence  of  a  uniform  system  of  incentives  and  aims. 
The  graduating  system  for  country  schools  oar 
with  it  wherever  it  goes  this  uniform  system  of 
incentives  and  aims,  and  embraces  all  the  leading 
features  of  the  laws  of  business. 


THE   GRADUATING   SYSTEM   DEFINED.  15 

God  has  wisely  implanted  in  all  of  us  a  desire  to 
see  our  names  and  the  names  of  our  kindred  and 
friends  mentioned  in  connection  with  honorable  po- 
sitions. This  desire  is  not  peculiar  to  any  particular 
period  in  life,  but  is  as  clearly  seen  in  childhood  and 
youth  as  in  maturity.  Neither  is  it  peculiar  to  any 
particular  rank  or  station.  The  common  people  of 
the  country  are  delighted  at  seeing  their  names  favor- 
ably spoken  of  in  the  local  newspapers  of  their 
county ;  and  scholarly  statesmen  enjoy  a  high  degree 
of  pleasure  when  they  see  that  their  acts  are  approved 
by  the  ablest  journals  of  the  nation. 

The  graduating  system  for  country  schools  seizes 
upon  this  universal  law  of  human  nature  and  turns 
it  to  account.  Under  this  system,  as  soon  as  the 
child  is  able  to  read,  and  strong  enough  to  study, 
and  old  enough  to  understand  something  of  the  char- 
acter of  the  common-school  branches,  it  is  told  by 
the  teacher  that  as  soon  as  it  progresses  far  enough 
to  be  able  to  complete  this  course  of  study  in  four 
years,  its  name  will  be  printed  in  the  catalogue. 

Let  us  take  a  case  for  the  sake  of  illustration.  A 
child  goes  home  in  great  glee  with  a  copy  of  the 
catalogue  in  hand,  and  tells  its  mother  that  as  soon 
as  it  learns  a  little  more  its  name  will  be  printed  in 
a  book  like  this;  and  it  points  to  the  place  where  its 
own  name  will  appear.  Do  you  suppose  the  mother 
will  not  be  in  sympathy  with  this  movement  to  have 
her  child's  name  appear  in  a  little  volume  which  will 
be  found  in  every  family  in  the  c^am^^fe^-JJp  you 


16      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

suppose  she  will  feel  no  interest  in  letting  people 
know  how  her  child  is  progressing?  Why,  it  ex- 
actly meets  the  wants  of  her  womanly  nature.  This 
hook  with  her  child's  name  in  it  will  tell  wherever 
it  goes  just  what  she  has  been  telling  in  the  circle  in 
which  she  moves,  and  what  she  within  wishes  all  her 
acquaintances,  relatives,  and  friends,  at  home  :m<l 
abroad,  to  know;  namely,  that  she  has  u  promi>iir_r 
child,  and  that  it  is  progressing  rapidly  with  it* 
studies.  It  requires  no  argument  to  prove  to  that 
mother  the  propriety  of  tins  plan,  for  she  sees  at  .-i 
glance  the  wisdom  of  the  arrangement,  and  promises 
the  child  all  the  help  in  her  power.  In  the  tender 
tones  of  a  mother's  voice  she  says,  "Now  that  will 
be  so  nice:  and  mother  will  try  to  save  money 
enough  to  get  some  extra  copies  of  the  catalog  i.  : 
and  we  will  send  them  to  our  uncles  and  mii-in* 
who  live  far  away,  to  let  them  know  what  a  good 
student  mother's  child  is." 

Encouraged  by  the  mother's  counsel,  the  tender 
mind  of  the  child  is  turned  into  the  proper  dmnind. 
and  it  then  and  there  dedicates  itself  to  the  work 
its  own  education.     Thenceforth  it  hus  an  object  in 
view,  and  study  is  as  natural  and  pleasurable  as  • 
ing  and  sleeping. 

And  do  you  suppose  that  the  mother  will  fail  to 
tell  these  things  to  the  husband  and  father  when  hn 
comes  from  the  field?  Indeed,  she  can  hardly  wait 
until  the  time  of  his  return,  so  anxious  is  she  to  tell 
him  all  about  the  teacher's  plan,  and  what  she  p:-o 


THE    GRADUATING    SYSTEM   DEFINED.  17 

poses  to  do.  And  do  you  suppose  that  the  father 
will  be  less  interested  in  this  matter  than  the  mother  ? 
He  may,  perhaps,  appear  less  excited  over  it,  but  he 
is  no  less  interested  in  it.  He  had  not  supposed  that 
the  child  was  progressing  so  rapidly.  He  would 
like  to  know  just  how  long  it  will  be  before  the  child 
can  enter  the  class  made  up  of  pupils  whose  names 
appear  in  the  catalogue.  He  resolves  to  embrace  an 
early  opportunity  to  ask  the  teacher  about  this  mat- 
ter. The  mother  is  as  anxious  to  know  as  the  father 
is.  She  suggests  that  as  there  are  several  children 

Oo 

in  the  community  who  are  just  about  the  age  of  hers, 
she  will  inquire  of  their  mothers,  as  opportunity  is 
afforded,  how  these  children  are  progressing  with 
their  studies ;  and  she  will  compare  the  progress  of 
each  one  with  that  of  her  own  child.  She  finds  these 
mothers  as  deeply  interested  in  this  matter  as  her- 
self; and  a  spirit  of  emulation,  which  already  exists 
among  the  children,  is  soon  created  among  the 
parents. 

Meanwhile  the  father  has  an  interview  with  the 
teacher,  and  .  learns  from  him  the  probable  time  in 
which  his  child  can  complete  the  preparatory  course. 
He  tells  the  teacher  to  give  him  notice  of  any  books 
that  may  be  needed,  and  assures  him  that  his  child 
shall  not  be  delayed  in  its  studies  for  want  of  proper 
encouragement  from  its  parents.  He  informs  his 
wife -of  this  interview,  and  answers  numerous  ques- 
tions which  she  is  ready  to  ask  him. 

They  scarcely  know  why  it  is,  but  somehow  they 


18      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

believe  that  this  is  the  best  teacher  they  ha\  <• 
had  in  their  school;  and  they  are  anxious  Ih.-r 
may  be  retained  from  year  to  year,  until  their  chiM*> 
education  shall  be  completed.     They  believe  in  him, 
and  are  willing  and  anxious  to  aid  him  in  any  and 
every  possible  way.     The  secret  of  all  this  i>  found 
in  the  fact  that  the  teacher  has  touched,  in  tin-  li- 
of  these  parents,  a  chord  which  vibratos;  and  human 
nature  is  so  full  of  such  chords,  that  if  we  will  but 
study  them,  until  we  know  when  and  how  to  touch 
them,  we  may  readily  produce  the  highest  harmony 
in  our  educational  work  throughout  the  wholecount  ry . 

We  now  come  to  that  point  in  the  pupil's  hi.-t 
when  he  is  so  far  advanced  that  he  may  with  propri- 
ety agree  to  complete  in  a  given  time  the  common- 
school  course  of  study.     In  our  common  schools  wo 
want  no  iron-bound  system  which  will  destroy  tho 
pupil's  individuality.     The  individual  will-power  of 
tho  pupil  and  his  faith  in  his  own  ability  arc  elements 
of  power  in  our  educational  work  which  wo  should 
not  attempt  to  subdue,  much  less  to  destroy.     His 
success  in  his  studies  during*  the  school  pci 
pends  largely  upon  these  elements,  and  ho  will 
tainly  need  both  of  them  when  ho  reaches  maturity. 
The  secret  of  success  in  education  is  not  the  d«--t  ruc- 
tion of  these  elements  of  power,  but  tho  turnin 
them  into  proper  channels.     When  this  is  accom- 
plished, the  more  the  pupil  possesses  of  these  ele- 
ments of  power,  the  more  certain  will  be  his  success 
in  any  cause  which  he  may  espouse. 


THE   GRADUATING    SYSTEM   DEFINED.  19 

A  sensible  and  intelligent  pupil,  who  believes  he 
can  accomplish  a  course  of  study  in  a  given  time, 
can  accomplish  it.  The  declaration  of  Scripture, 
that  "all  things  are  possible  to  him  that  believeth" 
is  applicable  to  mental  undertakings  as  well  as  to 
spiritual  matters.  I  find  in  the  Educational  Neivs 
Gleaner  this  gem  of  thought :  "  A  child  can  learn 
infinitely  faster  when  interested  than  when  indiffer- 
ent" If  this  be  true,  and  it  certainly  is,  then  the 
thing  necessary  to  increase  the  pupil's  power  to 
learn  is  to  increase  his  interest. 

In  order,  however,  to  secure  a  high  degree  of 
interest,  the  pupil  must  have  an  object  toward 
which  he  is  moving,  and  he  must  believe  that  he  will 
be  able  to  reach  that  object.  There  is  no  danger  of 
damage  from  overwork  if  the  pupil  is  interested,  and 
has  a  variety  of  studies  and  plenty  of  pure  air  and 
exercise.  Interest  is  the  lubricating  material  which 
prevents  mental  wear  and  tear.  We  seldom  become 
tired  when  interested,  but  we  are  always  tired  when 
uninterested.  The  evenings  which  a  young  man 
spends  with  his  sweetheart  seem  to  him  but  moments, 
and  the  seven  years  which  Jacob  served  Laban  for 
Rachel,  the  Bible  says,  "  seemed  unto  him  but  a  few 
days."  Think,  on  the  other  hand,  of  the  dulness  of 
an  evening  when  there  is  nothing  to  interest  us,  and 
imagine  a  seven  years'  servitude  without  an  object 
before  us.  How  many  pupils  in  our  public  schools 
put  in  their  time  without  any  particular  aim,  and 
look  upon  the  school  period  as  a  tiresome  servitude? 


20      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

The  graduating  system  aims,  by  incentives,  to  ren- 
der the  school  period  as   pleasurable   to   pupil 
were  the   years   to   Jacob   in  which  he  served  for 
Rachel. 

No  point  in  the  pupil's  history  is  more  import 
and  critical,  so  far  as  his  education  is  com -«TIU ••!, 
than  the  time  when  his  age  and  attainments  arc  Midi 
that  he  may,  with  propriety,  agree  to  complete,  in  a 
given  time,  the  common-school  course  of  study.  If 
he  has  been  well  trained  up  to  the  present  time,  and 
has  determined  to  complete  the  course,  he  will  be 
willing  and  anxious  to  give  his  name  and  to  agree 
upon  a  time  for  his  graduation.  If,  however,  lie  is 
undecided,  the  highest  skill  in  the  art  of  tearhii. 
here  demanded.  His  name  should  not  be  entnv.l  in 
the  catalogue  without  his  hearty  consent;  and  this 
he  cannot  give  unless  he  has  made  up  his  mind  to 
complete  the  course.  Decision  is  as  essential  to  hU 
becoming  a  scholar  as  conversion  is  to  his  becoming  a 
Christian. 

In  attempting  to   lead  the  pupil  to  a  proper  con- 
clusion, let   the  teacher  carefully  avoid  everything 
that  looks  like  compulsion.     There  is  a  universal 
running  through  human  nature  which   resents  any 
attempt  to  drive  us,  even  in  the  direction  of  <1 
able  objects.     Let  a  young  gentleman  find  that  hi* 
lady-love  demands  his  attention,  and  he  soon  1 
his  fondness  for  her  society;  or  let  her  becom  •   Con- 
vinced that  he  is  inclined  to  exact  her  favor,  and 
will  be  ready  to  accept  the  hand  of  another. 


THE    GRADUATING    SYSTEM    DEFINED.  21 

This  law  of  Nature,  which  common-sense  dictates 
in  courtship,  should  never  be  violated  by  the  teacher 
in  his  efforts  to  induce  the  pupil  to  make  the  decision 
that  he  will  complete  a  course  of  study.  In  this 
work,  however,  the  teacher  may,  with  propriety, 
summon  to  his  aid  all  the  helps  within  his  reach  ;  and 
if  he  is  really  a  teacher,  he  can,  through  parents  and 
intimate  friends  of  the  pupil,  wield  an  influence  which 
is  almost  irresistible.  He  should  feel  that  success 
here  makes  his  pupil  a  willing  student,  and  that  fail- 
ure here  may  prove  fatal  to  his  education. 

We  can  scarcely  estimate  the  advantages  of  having 
the  voluntary  consent  of  the  pupil  to  take  his  educa- 
tion into  his  own  hands.  Forcing  mental  growth  is 
as  unnatural  as  forcing  physical  growth  ;  and  we  can 
no  more  cause  the  pupil's  mind  to  grow  by  com- 
pelling him  to  study  against  his  will,  than  we  can 
cause  his  body  to  grow  by  forcing  food  upon  his 
stomach  for  which  he  has  no  appetite. 

In  early  childhood  a  desire  to  gain  knowledge  is  as 
universal  as  a  desire  to  take  food ;  and  with  proper 
management  in  the  home  and  in  the  school,  this 
mental  appetite  will  continue  tindiininished  through- 
out youth  and  maturity.  During  all  the  years  of 
infancy,  childhood,  and  youth,  the  sensible  mother 
places  suitable  food  before  her  child ;  and  if  at  any 
time  it  is  indisposed  to  eat,  she  aims  to  prepare 
something  more  palatable.  Sooner  than  force  it  to 
eat  she  allows  it  to  fast.  If  the  pupil  has  so  far  lost 
his  appetite  for  knowledge  that  he  has  little  taste  for 


22      GRADUATING   SYSTEM   FOB  COUNTRY   SCHOOLS. 

the  subjects  contained  in  the  course  of  study,  it  i< 
the  work  of  the  true  teacher,  by  methods  and 
motives,  to  sweeten  these  subjects,  and  thereby  ivn- 
der  them  palatable  to  the  pupil 


LECTURE   in. 

THE  GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS 
DEFINED,  AND  THE  MODE  OF  ITS  APPLICATION 
CONSIDERED  (CONCLUDED). 

WHEN  a  pupil  ten  or  twelve  years  of  age,  under 
the  graduating  system,  after  due  consideration  of  the 
subject,  agrees  to  take  up  and  complete  the  common- 
school  course  of  study  in  a  given  time,  he  feels  that 
his  education  is  his  own  work.  He  then  has  an 
object  in  view,  a  point  which  he  is  resolved  to  reach  ; 
and  the  full  force  of  his  will-power  carries  him  onward 
like  a  vessel  moving  with  the  current.  He  looks 
forward  with  interest  to  the  time  when,  with  his 
cousins  and  acquaintances  of  like  grade  from  other 
schools  of  the  township,  his  work  will  be  tested  in 
tho  annual  examination  of  the  graduating  classes. 

He  begins  to  calculate  how  much  work  he  must 
accomplish  each  quarter,  in  order  to  be  ready  for  his 
graduation.  He  tries  to  ascertain  from  his  acquaint- 
ances the  progress  of  each  pupil  who  is  preparing 
for  examination,  and  he  carefully  compares  the  work 
of  each  with  his  own.  The  pleasing  prospect  of  ob- 
taining a  handsome  diploma  helps  to  render  his 
studies  agreeable  and  easy.  Fear  of  failure  in  the 


24      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

coming  examination  is  readily  removed,  by  assuring 
him  that  faithful  study  will  certainly  secure  success.' 
The  more  fully  he  is  impressed  with  the  fact  that 
his  undertaking  has  been  made  public,  the  more 
earnest  will  be  his  efforts  to  complete  the  course  of 
study  in  the  time  prescribed. 

As  the  time  for  his  graduation  begins  to  draw  near, 
he  finds  that  there  is  yet  a  great  deal  of  work  to  !><• 
done  ;  and  he  goes  at  it  with  a  will.  He  devours  history 
and  geography  with  a  greediness  that  he  heretofore 
knew  nothing  of;  and  he  solves  problems  and  an- 
alyzes sentences  with  an  ease  which  surprises  himself. 
He  now  begins  to  feel  conscious  of  his  own  strength. 
The  branches  upon  which  he  is  to  be  examined  form 
his  chief  topic  of  thought  and  conversation,  both  in 
school  and  out  of  school.  Ho  can  hardly  lay  down 
his  books  long  enough  to  do  the  evening  and  morn- 
ing chores  about  the  house. 

He  observes  in  the  local  paper  of  the  county,  at 
the  house  of  a  friend  (for  his  father  takes  no  paper), 
a  notice  of  the  examination  which  will  take  place  the 
following  week.  He  reads  with  interest  a  list  of 
names  of  those  who  are  expected  to  graduate,  and  he 
finds  his  name  among  them.  Several  of  his  acquaint- 
ances are  named  in  the  list,  and  he  feels  confident 
that  if  they  can  pass  the  examination,  he  can  :il<o. 
His  earnest  efforts  to  complete  a  course  of  study 
have  already  kindled  an  interest  in  the  minds  of  his 
acquaintances,  and  they  are  preparing  to  be  present 
to  witness  his  examination. 


THE   GRADUATING   SYSTEM   DEFINED.  25 

It  is  now  evident  to  the  committee  of  arrange- 
ments, that  no  ordinary  school-house  can  accommo- 
date the  multitude  that  will  be  present  to  witness 
the  exercises ;  and  the  largest  church  in  the  commu- 
nity is  secured  for  the  occasion.  A  popular  and 
practical  speaker  is  engaged  to  deliver  an  appropriate 
address  to  the  graduating  class  and  to  the  people,  on 
the  evening  of  the  day  of  examination.  Arrange- 
ments are  made  to  have  the  best  music,  vocal  and 
instrumental,  both  day  and  night,  which  the  commu- 
nity can  produce. 

The  morning  of  the  long-looked-for  day  arrives, 
and  our  young  hero,  for  that  is  what  WG  will  call 
him,  is  present  at  the  appointed  time.  He  is  directed 
to  take  his  place  in  the  class;  and  he  finds  himself  in 
the  midst  of  more  than  a  score  of  girls  and  boys  who 
have  been  as  busy  in  preparing  for  this  examination 
as  he  himself  has  been.  The  church  is  crowded  to 
overflowing,  and  he  can  almost  feel  in  the  atmos- 
phere around  him  that  the  multitude  is  in  sympathy 
with  this  movement.  The  county  superintendent, 
who  is  present  to  take  charge  of  the  exercises,  in  a 
few  encouraging  words  addressed  to  the  members  of 
the  graduating  class  says,  "We  will  commence  this 
work  so  gently  that  you  will  scarcely  know  that  you 
are  in  air  examination."  The  teachers  of  the  terri- 
tory represented  are  present,  and  constitute  a  com- 
mittee to  consider  the  merits  of  each  member  of  the 
class,  as  shown  in  the  examination.  The  secretary 
takes  the  name  of  each  member  of  the  class  and  the 


26      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

name  of  the  school  to  which  each  belongs,  and  - 
this  roll;  and  each  one,  in  answering  to  his  name, 
rises  in  his  place  and  remains  standing  fora  moment, 
so  that  he  may  be  recognized  by  the  audience. 

An  appropriate  song  is  sung,  a  short  pr;iv,  r   U 
offered,  and  the  examination  begins.     In  order  to 
avoid  embarrassment  in  the  beginning,  the  fir 
cise  will  be  in  orthography,  and  will   be  written. 
Each  member  of  the  class  is  provided  with  paper  and 
pencil.      The  superintendent  pronounces  distin 
and  each  member  of  the  class  writes  down  rapidly  :i 
score  or  more  of  test  words  which  arc  of  common 
use  in  conversation  or  in  public  prints.      lie   ;i>ks 
such  questions  upon  the  principles  of  orthography  as 
seem  to  him  proper  and  appropriate,  and  each  mem- 
ber of  the  class  writes  his  own  answer.     These  man- 
uscripts arc  then  carefully  folded  and  appropriately 
indorsed  by  the  members  of  the  class,  and  cU-li\ 
to  the  committee  of  examination. 

The  superintendent  here  informs  the  class  that 
after  music  their  next  exercise  will  l>e  ecleet  i 
ings,  and  he  suggests  that  during  the  singinir  they 
may  take  occasion  to  become  better  acquainted  with 
each  other.  They  do  not  wait  for  ft  formal  intro- 
duction, but  boys  and  girls  begin  at  once  to  inquire 
of  each  other  how  certain  words  which  t4io  super- 
intendent pronounced  should  be  spelled,  and  they 
come  to  the  conclusion  that  most  of  them,  and 
perhaps  all  of  them,  have  made  mistakes.  Find- 
ing themselves  about  on  a  level  with  each  other,  a 


THE   GRADUATING   SYSTElfcla&MS^E^r  27 


bond  of  sympathy  is  formed,  and  they  begin  to  feel 
at  home.  Many  members  of  the  audience  have  also 
written  the  words  pronounced  by  the  superintendent, 
and  are  comparing  papers  and  discussing  differences  ; 
while  others  are  so  interested  in  the  music  that  they 
are  unconscious  of  the  conversation  which  is  carried 
on  all  around  them. 

The  music  ceases,  and  the  superintendent  an- 
nounces that  the  exercise  in  select  reading  will 
begin.  He  takes  occasion,  however,  to  state  that 
no  member  of  the  class  will  be  called  upon  to  read ; 
but  that  each  one  will  rise  when  he  is  ready,  and 
will  remain  silent  until  his  teacher  recognizes  him 
and  announces  his  name  and  the  name  of  the  school 
to  which  he  belongs,  so  that  all  present,  while  listen- 
ing to  him,  may  know  who  he  is,  where  he  is  from, 
and  who  has  been  his  instructor.  The  superintend- 
ent further  states  that  while  no  disgrace  will  be 
attached  to  the  one  who  reads  last,  there  is  an 
honor  in  being  first  in  the  class,  and  he  calls  for 
volunteers. 

"  Our  young  hero  "  here  resolves  that,  for  the  sake 
of  his  parents  and  friends  who  are  present,  and  for 
the  honor  of  himself  and  his  school,  he  will  try  to 
take  the  front  rank  in  this  examination ;  so ,  in  less 
time  than  it  takes  me  to  tell  it,  he  rises  to  read. 
His  teacher,  having  heretofore  selected  his  piece, 
and  having,  as  he  thinks,  thoroughly  drilled  him  in 
reading  it,  feels  an  inward  pride  in  announcing  his 
name  and  the  name  of  the  school  to  which  he  belongs. 


28      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

The  selection  is  from  his  school  reader,  for  he  had  no 
other  source  from  which  to  select,  and  his  teacher 
had  nothing  else.  He  >is  perfectly  familiar  with  his 
subject,  and  most  of  the  people  present  arc  no  I 
familiar  with  it  than  himself.  He  reads  deliberately, 
pronounces  correctly,  and  emphasizes  carefully  such 
words  as  his  teacher  taught  him  to  render  emphatic. 
He  takes  his  seat,  and  all  are  ready  to  confess  that 
his  reading  was  faultless. 

Another  member  of  the  class  rises  to  read.  He 
holds  a  magazine  in  his  hand.  lie  states  that  his 
subject  is  entitled,  "Heating  Country  School-linn-.-- 
by  Hot-Water  Pipes  at  tho  Feet  of  each  Pupil." 
The  bare  announcement  of  his  subject  causes  people 
to  open  their  eyes  and  cars.  The  article,  though 
short,  shows  that  this  method  of  distributing  heat  :U 
the  floor  all  over  the  room  is  like  Nature's  method  of 
warming  the  body  by  the  circulation  of  the  blood  ; 
that,  although  it  costs  a  little  more  in  the  beginning, 
it  is  a  great  saving  in  the  end,  using  much  less  fuel 
than  the  former  plan,  and  that  this  method  of  warm- 
ing country  school-houses  and  churches  is  likely  to 
become  universal.  The  article  closes  with  a  stui< •- 
mcnt  that  the  next  number  of  the  magazine  will 
contain  a  complete  description  of  this  heating  appa- 
ratus, together  with  the  cost  of  its  construction.  As 
he  takes  his  seat,  it  is  evident  to  everybody  that  his 
reading  has  won;  that  it  will  be  remembered;  that 
he  has  given  people  something  to  take  home  with 
them.  It  is  equally  evident  that  "  our  young  hero  " 


THE    GRADUATING    SYSTEM    DEFINED.  29 

has  been  placed  at  a  disadvantage,  not  for  want  of 
preparation,  but  for  want  of  material  from  which  tb 
make  his  selection. 

A  young  lady  rises  to  read.  She  has  neither  a 
book  nor  a  magazine  in  her  hand,  but  a  printed  slip 
of  paper  clipped  from  a  column  of  some  journal. 
She  announces  as  her  subject,  "  Newspapers  a  Neces- 
sity in  the  Education  of  a  Family."  She  reads  with 
effect,  and  her  hearers  are  almost  ready  to  conclude 
that  the  newspapers  of  the  present  will  soon  super- 
sede the  books  of  the  past ;  but  her  subject  is  quite 
balanced  by  another,  Avho  reads  an  article  on  "  The 
Advantages  of  having  a  Family  Library." 

The  oldest  member  of  the  class  now  rises  to  read. 
He  is  preparing  to  become  a  teacher,  and  all  are 
anxious  to  hear  him.  His  selection  is  entitled 
"  Educational  Journals  Indispensable  to  the  Teacher." 
In  a  clear  tone  and  earnest  manner  he  declares  that, 
among  the  great  multitude  of  teachers  who  read  no 
educational  journals,  not  a  single  first-class  teacher 
can  be  found.  He  proceeds  to.  prove  that  the 
teacher's  skill  cannot  be  at  its  best,  unless  he  can 
command  the  latest  thoughts  of  the  best  thinkers : 
that  this  he  can  accomplish  only  by  bringing  his 
mind  into  contact  with  the  minds  of  the  most  skilful 
educators  of  the  present  day,  and  that  educational 
journals  are  the  most  economical  means  for  accom- 
plishing this  end. 

A  young  lady  rises  with  a  Bible  in  her  hand,  and 
reads  a  few  verses  from  St.  John's  Gospel,  commen- 


30   GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS. 

cing,  "Search  the  Scriptures,  for  in  them  ye  think  ye 
have  eternal  life." 

She  is  followed  by  another,  whose  subject  fit, 
"The  Necessity  for  an  Unabridged  Dictionary  in 
every  School-House  and  Family." 

One  after  another,  in  quick  succession,  pointed 
and  practical  pieces  are  read  by  members  of  the 
class.  Some  of  the  people  present  are  about  to 
come  to  the  conclusion  that,  from  the  number  of 
books  and  newspapers  which  appear  to  be  needed, 
there  is  danger  that  work  and  business,  and  our  duty 
toward  each  other,  may  be  lost  sight  of  and  neglected. 
Just  at  this  point  a  young  lady  reads  from  the  Scrip- 
tures the  following  verses  :  — 

"  Not  slothful  in  business  ;  fervent  in  spirit ;  serv- 
ing the  Lord ; 

" Rejoicing  in  hope ;  patient  in  tribulation  ;  con- 
tinuing instant  in  prayer ; 

"  Distributing  to  the  necessity  of  saints ;  given  to 
hospitality. 

"  Bless  them  which  persecute  you  :  bless,  and  curse 
not. 

"  Rejoice  with  them  that  do  rejoice,  .and  weep  with 
them  that  weep. 

"Be  of  the  same  mind  one  toward  another.  Mind 
not  high  things,  but  condescend  to  men  of  low  estate. 
Be  not  wise  in  your  own  conceits. 

"Recompense  to  no  man  evil  for  evil.  Provide 
things  honest  in  the  sight  of  all  men. 


THE    GRADUATING   SYSTEM  DEFINED.  31 

wlf  it  be  possible,  as  much  as  lieth  in  you,  live 
peaceably  with  all  men. 

"  Dearly  beloved,  avenge  not  yourselves,  but  rather 
give  place  unto  wrath  :  for  it  is  written,  Vengeance  is 
mine  ;  I  will  repay,  saith  the  Lord. 

"  Therefore  if  ftdne  enemy  hunger,  feed  him ;  if 
he  thirst,  give  him  drink :  for  in  so  doing  thou  shalt 
heap  coals  of  fire  on  his  head. 

"Be  not  overcome  of  evil,  but  overcome  evil  with 
good." 

All  have  now  read,  and  the  superintendent  an- 
nounces a  recess  of  a  few  miuutes.  Nothing  is 
more  natural  than  the  fact  that,  during  recess,  the 
work  of  the  several  members  of  the  class  forms  the 
chief,  and  indeed  the  only  topic  of  conversation. 
People  present  could  scarcely  think  of  anything  else 
to  talk  about,  even  if  they  would  try. 

In  the  conversation  which  is  now  going  on,  it  is 
generally  conceded  that  some  members  of  the  class 
have  made  selections  more  appropriate  and  have  read 
with  better  effect  than  others  ;  but  it  is  equally  clear 
to  most  persons  present  that  the  chief  cause  of  this 
difference  may  be  traced  to  the  fact  that  some  have 
had  periodicals  and  libraries  from  which  to  make 
selections,  while  others  have  had  no  such  helps. 

Recess  is  ended,  and  the  superintendent  announces 
that,  in  order  to  make  the  exercises  especially  inter- 
esting to  the  audience,  most  of  the  work  of  the 
examination  will  be  oral.  He  states  that  he  has 
carefully  prepared  quite  a  number  of  topics  on  each 


32      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

branch  upon  which  the  class  is  to  be  examined,  — 
topics  sufficient  to  cover,  in  a  general  sense,  the 
entire  field  of  each  subject.  These  topics  arc  wri 
on  slips  of  paper,  and  each  member  of  the  class  will 
be  permitted,  at  the  proper  time,  to  draw  and  ren 
one  topic  on  each  subject.  At  th€  conclusion  of  e;i  h 
rendering,  opportunity  will  be  given  to  other  mem- 
bers of  the  class  for  brief  additional  remarks  upon 
the  topic,  and  for  criticisms  upon  the  manner  in 
which  it  has  been  rendered.  If  any  meml>er  of  the 
class  should  draw  a  topic  which  he  is  unable  to 
master,  he  may  publicly  surrender  it  and  draw 
another ;  but  such  surrender  will  indicate  his  want  of 
knowledge  on  that  particular  point.  This  defect  ho 
may,  however,  in  a  considerable  degree,  make  up  by 
additional  remarks  or  criticisms  upon  others. 

The   superintendent   here   exhibits   a   number   of 
topics  on  the  subject  of  geography,  and  he  ; 
to  mix  and  intermingle  these  topics  in  the  presence 
of  the  class  and  of  the  audience.     Ho  states  that  in 
rendering  these  geographical  topics,  more  attention 
should  be  given  to  the  principles  of  the  science,  ami 
to  the  facts  pertaining  to  the  face  of  the  country, 
and  to  the  character  of  the  people,  than  to  the  n.-i 
of  unimportant  places.     He  suggests  that  in  ren<l«-r- 
ing    any  geographical    topic   which    pertains    t 
country  or  a  place,  the  person  rendering  it  should, 
first  of  all,  locate  said  country  or  place,  by  stnting  in 
what  direction  it  is,  and  about  how  far  from   tin* 
point  where  he  is  standing,  and  by  what  mode  of 


THE    GRADUATING   SYSTEM   DEFINED.  33 

travelling  he  would  be  able  to  reach  it.  He  should 
not  confine  himself  to  his  text-book.  A  knowledge 
of  any  matter  of  especial  interest  to  the  public 
which  may  be  transpiring  in  any  country  is  cer- 
tainly as  important  as  a  knowledge  of  the  boundary 
lines  of  that  country,  and  if  omitted  by  the  one  who 
renders  the  topic,  should  be  mentioned  by  some 
other  member  of  the  class. 

Each  one  now  draws  from  the  superintendent's 
hand  one  topic ;  and,  notwithstanding  the  choir  dis- 
courses excellent  mu.sic  while  the  members  of  the 
class  are  preparing  to  render  these  topics,  so  deep 
is  the  interest  that  they  are  unconscious  of  its 
melody. 

Music  ceases,  and  the  superintendent  calls  for 
some  one  to  rise,  voluntarily,  and  render  his  topic. 
One  after  another,  topics  are  read  aloud  and  ren- 
dered, and  interesting  additional  remarks  and  criti- 
cisms follow  in  almost  every  case.  So  deeply 
interested  are  the  people  who  are  present,  that  at 
certain  points  in  the  discussion  of  these  topics  some 
persons  can  scarcely  refrain  from  speaking  out  pub- 
licly. The  advantages  gained  by  members  of  the 
class  who  have  had  access  to  periodicals  and  libraries, 
over  members  who  have  had  no  such  help,  are  even 
more  clearly  seen  in  the  examination  in  geography 
than  in  the  exercises  in  select  reading. 

The   hour  for   dinner  is   now  at   hand,  and  the 
superintendent  announces  the   order  of  the  exami- 
nation for  the  afternoon,  as  follows :  — 
3 


34      GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS. 

"Arithmetic,  —  An  examination  which  will  not  be 
difficult  to  the  class  nor  uninteresting  to  the  audience. 

w History,  —  An  examination  running  back  into  the 
past  and  coming  down  to  the  present. 

"Penmanship,  —  A  specimen  of  the  handwriting 
of  each  member  of  the  class,  giving  illustrations  of 
the  leading  principles  of  the  art  of  writing." 

I  desire  to  say  that  all  these  subjects  may  l>o 
rendered  interesting  to  an  audience  by  the  touch  of 
a  skilful  hand;  and  the  superintendent  has  studied 
these  subjects,  in  connection  with  human  nature, 
until  he  knows  how  to  interest  patrons  and  pupils. 

The  choir  sings  a  closing  piece,  aud  the  audience 
is  dismissed  for  dinner. 

Most  persons  who  are  present  have  provided 
themselves  with  basket-dinners,  and  with  a  suffi- 
cient supply  f  »r  supper  also,  as  they  expect  to 
remain  during  the  day  and  the  evening.  It  is  un- 
necessary to  say  that  the  noon  houY  is  spent  in 
earnest  discussions  about  the  work  of  the  examina- 
tion. Every  man  and  every  woman  present  bis  an 
opinion  to  offer,  and  each  one  is  ready  to  give  a 
reason  for  his  opinion. 

The  members  of  the  graduating  class  have  now 
lost  most  of  that  timidity  which  is  so  natural  to 
young  people  in  the  opening  exercises  of  any  pub- 
lic performance,  and  each  one  is  quite  as  much  at 
home  as  he  would  be  in  his  own  school.  It  is  true 
that  each  one  has  discovered  that  in  every  branch 
upon  which  he  has  been  examined,  there  are  many 


THE   GRADUATING   SYSTEM   DEFINED.  35 

points  which  he  has  not  yet  mastered;  but  it  is 
gratifying  to  each  one  to  know,  also,  that  most 
members  of  the  class  are  in  a  similar  condition. 

The  hour  for  resuming  the  work  of  the  examina- 
tion has  arrived,  the  several  members  of  the  class 
are  in  their  respective  places,  the  audience  is  seated, 
and  the  choir  sings  an  appropriate  song.  It  is 
scarcely  necessary  for  me  to  follow  the  course  of 
these  exercises  throughout  the  afternoon.  I  will 
simply  say  that,  as  the  work  of  the  examination  pro- 
gresses, the  interest  increases,  until  it  reaches  a 
degree  almost  equal  to  white  heat. 

We  have  now  reached  the  closing  point  in  the 
work  of  the  examination.  The  superintendent  an- 
nounces that  the  evening  exercises  will  consist  of 
an  address  to  the  graduating  class  and  to  the  people, 
by  an  invited  speaker,  to  be  followed  by  the  con- 
ferring of  diplomas  by  the  superintendent,  and  that 
all  the  exercises  will  be  interspersed  with  excellent 
music. 

The  audience  is  dismissed  and  the  teachers  retire 
to  a  private  room,  arranged  for  the  purpose,  to  con- 
sult about  the  merits  of  each  member  of  the  class. 
Oliver  Wendell  Holmes,  in  his  wonderful  work  of 
wit  and  humor,  entitled  "  The  Autocrat,"  says, 
"Little-minded  people's  thoughts  move  in  such 
small  circles  that  five  minutes'  conversation  gives 
you  an  arc  long  enough  to  determine  their  whole 
curve."  This  quaint  saying  of  Dr.  Holmes  is  not 
applicable  to  the  members  of  this  class,  for  they  are 


36      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

not  little-minded  people;  and  yet  the  work  of  this 
day  will  certainly  give  to  the  committee  of  exam- 
ination,  and  indeed  to  all  close  observers,  a  lair 
index  to  the  knowledge  which  each  one  possesses  of 
the  several  branches  upon  which  the  class  has  been 
examined. 

The  first  point  to  be  settled  by  the  committee  of 
examination  is  whether  or  not  the  members  of  the 
class  are  all  worthy  of  graduation.  Some  are,  with- 
out doubt,  superior  to  others ;  but  it  is  deeiil«-»l  that 
none  stand  so  low  that  they  deserve  to  be  rejected. 
This  decision  is  quietly  communicated  to  the  num- 
bers of  the  class,  so  that  they  may  feel,  in  a  <l< ••: 
easy  with  regard  to  the  result.  This  information  is 
quite  a  relief  to  them,  and  they  have  a  special  relish 
for  their  suppers,  as  they  now  feel  certain  that  their 
day's  work  has  not  been  a  failure. 

The  committee  of  examination  has  now  completed 
its  work  of  grading,  and  all  the  diplomas  arc  Mime, I, 
ready  for  delivery.  I  present  you  here  a  miniature 
diploma  or  honorary  certificate,  which  >ho\\s  that 
the  work  of  each  pupil  is  graded  upon  a  M  ale  from 
one  to  ten, — five  being  medium  and  ten  excellent. 


THE   GRADUATING   SYSTEM  DEFINED.  37 

of  QPubtic 


OF  THB 

State  o/_ ,  County  of.. 


-^HONORARY  CERTIFICATE.*^*- 

GRADE  NO. ... 


a  pupil  in  the  Public  School  in School-House 

No ,  District  (or  Township)  of , 

County  of. and  State  of ,  has 

accomplished  a  Course  of  Study  in  branches  prescribed  by  law,  viz. : 

Orthography,  Heading,   Penmanship,   Arithmetic,  Geography, 
English   Grammar  and  History, 

as  evidenced  by  the  signature  of. , 

Teacher  of  said  School. 

Said has  also  this  day,  at , 

in  the  presence  of of  the  Teachers  of  said  District  (or 

Township},  passed  an  examination  in  the  branches  above  named, 
all  of  whom  direct  the  County  Superintendent  of  this  County  to 
grant this 

HONORARY    CERTIFICATE, 

WITH  THE  ACCOMPANYING  GRADE. 

The  President  of  the  School  Board  of  said  District  (or  Town- 
ship), also,  by  his  signature  hereto  attached,  certifies  that  said 
is  a  person  of  good  moral  character. 

fpo'HC'  at. ."..,  in  the  County  of. , 

State  of ,  this. day  of. ,  A.  D.  1880. 


County  Supt.  of. County. 

Teacher  of  School  No.. 


President  of  the  School  Board. 

Scale  of  Grade.  — No.  10  signifies  excellent;  No.  5,  medium. 


38      GRADUATING   SYSTEM    FOR   COUNTRY   SCHOOLS. 

You  will  observe  that  the  teacher  of  each  pupil 
who  is  entitled  to  the  same,  certifies  that  the  holder 
of  this  certificate  has  accomplished  the  course  of 
study  therein  named.  This  is  required  as  a  matter 
of  good  faith  on  the  part  of  the  teacher,  and  it  shows 
that,  in  his  judgment,  the  holder  is  worthy.  Each 
certificate  is  signed  by  the  president  of  the  school 
board,  who  certifies  that  the  holder  is  a  person  of 
good  moral  character.  This  is  required  as  an  ineen- 
tive  to  good  morals  ;  and  no  one  should  be  graduated 
who  is  unworthy  of  such  certificate.  Each  certilie  ite 
is  signed  also  by  the  county  superintendent,  who 
certifies  that  the  holder  has  been  by  him  examined  in 
the  presence  of  the  teachers  of  the  township  or  dis- 
trict, and  that  these  teachers  direct  him  to  grant  this 
certificate  with  the  accompanying  grade.  .No  cer- 
tificate should,  in  my  opinion,  bo  granted  where  the 
grade  is  below  seven,  on  a  scale  from  one  to  ten. 

It  is  now  time  to  begin  the  exercises  of  the  even- 
ing, and  the  house  is  crowded  to  its  utmost  capacity. 
The  members  of  the  graduating  class  are  seated  to- 
gether, and  it  is  evident  to  all  present  that  they  1; 
become  pretty  well  acquainted  with  each  other.  They 
have  done  a  hard  day's  work,  but  they  have  rather 
enjoyed  it;  and  they  are  almost  sorry  that  the  time 
for  separation  is  so  near  at  hand.  As  soldiers  from 
different  States  standing  side  by  side,  braving 
together  the  dangers  of  battle,  become,  in  a  single 
day's  action,  warmly  attached  to  each  other,  so  the 
members  of  this  class  have  in  this  examination  formed 


THE    GRADUATING    SYSTEM   DEFINED.  39 

a  friendship  for  each  other  which  neither  distance  nor 
time  can  sever. 

After  the  opening  exercises  are  concluded,  the 
orator  of  the  evening  'is  introduced  to  the  audi- 
ence. He  is  a  plain,  practical  speaker,  and  he 
understands  the  wants  of  the  country  people.  He 
announces  the  title  of  his  evening  talk  :  "  Education 
puys;  Ignorance  costs."  By  argument,  and  from 
statistics,  he  proves  clearly  to  all  present  that  money 
paid  by  the  State  for  the  enlightenment  of  the  people 
becomes  an  investment  at  compound  interest.  He- 
proves  that  property  must  educate  and  so  enable  the 
people  to  take  care  of  themselves  and  earn  something 
more,  by  which  the  State  is  enriched ;  or  property 
must  be  taxed  to  support  the  paupers  and  punish  the 
criminals,  which  grow  up  and  curse  and  burden  the 
State  with  costs,  for  lack  of  education. 

He  proves  to  parents  that,  next  to  providing  food 
and  raiment  for  their  families,  the  best  investment 
they  can  make  is  to  take  stock  in  the  education  of 
their  children.  He  asserts,  and  proves  by  persons 
present  who  have  travelled,  that  prosperity  is  invari- 
ably seen  in  States  where  the  people  take  a  lively 
interest  in  the  education  of  the  masses.  He  proves 
that  this  prosperity  is  seen  in  the  fertility  of  the 
farms,  in  the  comfort,  convenience,  and  beauty  of 
the  homes,  and  in  the  health,  wealth,  virtue,  and 
happiness  of  the  people. 

He  makes  it  a  point  to  prove  that  the  reverse  is 
true  wherever  the  masses  are  groping  in  ignorance. 


40      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

He  shows  that  the  branches  upon  which  the  class  has 
this  day  been  examined  are  but  keys  to  unlock 
storehouses   of  knowledge, — the   printed   page- 
volumes  and  of  periodicals.     lie  insists  that  par 
should  see  to  it  that  their  children  are  provided  with 
a  sufficient  supply  of  suitable  books  and  paper 
enable  them  to  occupy  pleasantly  and  profitably  all 
their  otherwise  idle  hours. 

Turning  to  the  members  of  the  graduating  class, 
he  tells  them  that  this  day's  examination  gives  them 
an  index  to  their  weak  points,  —  points  which  \ 
must  fortify   in  the    future.      This   they  can 
accomplish  by  remaining  for  some  time  in  school ; 
but  when  the  school  period  is  ended,  they  should 
by   no   means  cease  to   study.      They   should    IK  it 
merely  perfect  themselves  in  theso  brunches,  but  in 
every  possible  way  enlarge  the  boundaries  oi*  their 
knowledge. 

In  conclusion,  he  indulges  the  hope  that  the  mem- 
bers of  the  class  will  so  fit  themselves  for  future 
work,  that  they  may   become   better  farmers   ami 
mechanics  than  their  fathers,  better  housekcc; 
and  cooks  than  their  mothers,  and  that  they  may  all 
be  intelligent  and  enterprising  citizens,  ami 
and  useful  Christians. 

The  choir  now  sings,  while  the  audience  i 
become   rested.     The  thoughtful  expression  of  all 
who  are  present  indicates  that  the  speaker  has  set 
the  people  to  thinking  on  a  higher  plane. 

"Our  young  hero"  here  resolves  tliat  he  will,  1 


THE    GRADUATING    SYSTEM   DEFINED.  41 

course  of  reading,  make  himself  more  than  a  match 
for  those  with  whom  he  has  this  day  measured  arms, 
and  this  seems  to  be  the  personal  sentiment  of  each 
member  of  the  class. 

Parents  are  pondering  the  propriety  of  purchasing 
books  and  subscribing  for  papers.  New  light  has 
been  let  in  upon  their  minds,  and  they  see  things  as 
they  never  before  saw  them. 

Singing  is  ended,  the  audience  is  seated,  the 
secretary  calls  the  roll,  and  the  members  of  the 
graduating  class  take  their  places,  standing  in  front 
of  the  platform  or  pulpit.  In  the  presence  of  the 
people,  amidst  unbroken  silence,  the  superintendent 
presents  each  member  of  the  class  a  handsome  diplo- 
ma. In  a  few  pointed  and  appropriate  remarks  he 
urges  them  to  make  themselves  strong  in  hand  and 
head  aiid  heart.  He  tells  them  that  this  is  their  first 
public  victory,  and  he  hopes  it  will  be  followed  by 
a  succession  of  greater  victories  won  by  each  in  the 
battle  of  life. 

He  tells  them  that  they  should  regard  themselves 
from  this  hour  as  an  Alumni  Association,  and  that 
he  proposes,  some  time  within  the  year,  to  call  them 
together  for  permanent  organization  and  for  a  public 
performance,  consisting  of  original  and  select  ora- 
tions, essays,  and  select  readings. 

He  announces  that  the  First  Annual  Catalogue  of 
the  common  schools  of  the  county  will  be  published 
as  soon  as  the  necessary  information  can  be  collected. 

He  thanks  the  class  for  earnest  work,  the  choir  for 


42      GRADUATING    SYSTEM   FOR   COUNTRY    SCHOOLS. 

excellent  music,  and  the  people  for  faithful  attention. 
The  choir  sings,  the  audience  is%  dismissed,  and  Ihu 
people  disperse. 

We  have  now  witnessed  the  beginning  of  a  great 
educational  revival  in  this  community.  Time  will 
not  permit  us  at  present  to  trace  its  influences.  This 
revival  is  not  the  result  of  an  unnatural  stimulus, 
nor  was  it  produced  by  appealing  to  laws  which  arc 
local.  It  is  simply  the  response  obtained  by  an 
appeal  to  nature's  universal  law,  and  under  this  law 
we  would  receive  a  like  response  from  any  civilized 
people  on  the  face  of  the  earth.  Other  methods  of 
conducting  examinations  of  graduating  <•!:»>><•<  and 
holding  commencements  —  methods  which  by  many 
are  regarded  superior  to  the  foregoing  plan  —  will  bo 
presented  briefly  at  some  future  time. 


LECTURE  IY. 

ORIGIN    OF    THE    GRADUATING    SYSTEM    FOR    COUNTRY 
SCHOOLS. 

THE  graduating  system  for  country  schools  had  its 
origin  in  Monongalia  County,  West  Virginia.  The 
first  classes  under  this  system  were  organized  in  the 
autumn  of  1874,  and  the  first  examinations  were  held 
in  the  spring  of  1876.  The  first  country-school  cata- 
logue was  issued  in  the  summer  of  1876,  and  the  first 
alumni  associations  were  organized  in  the  following 
winter.  I  make  these  statements  after  consulting 
the  best  sources  of  information  upon  the  subject, 
and  I  shall  hereafter  present  some  of  the  testimony 
upon  which  these  statements  are  founded.  A  brief 
account  of  the  location  and  educational  facilities  of 
the  county  which  gave  birth  to  this  system  will  not 
be  inappropriate. 

Moiiongalia  County  is  situated  in  the  valley  of  the 
beautiful  Monongahela.  On  the  east  it  reaches  the 
slopes  of  Laurel  Hill,  a  spur  of  the  Alleghanies  ;  from 
thence  it  stretches  westward,  bordering  on  Mason  and 
Dixon's  line,  a  distance  of  nearly  forty  miles.  It  is 
triangular  in  form,  and  its  greatest  width  is  a  little 
more  than  twenty  miles.  It  has  a  population  of 


44      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

about  15,000,  embracing  over  5,000  youths  who  are 
entitled  to  attend  its  public  schools.  The  seven 
country-school  districts  of  this  county  contain  i-iirhty- 
five  neat  frame  school-houses,  nearly  uniform  in  size 
and  architectural  style.  Morgantown,  the  county 
seat,  beautifully  located  on  the  east  bank  of  the 
Monongahela  River,  has  long  enjoyed  a  reputation  as 
a  literary  town.  Monongalia  Academy,  Woodburn 
Seminary,  and  Morgantown  Female  Collegiate  In-ti- 
tutc  were  for  many  years  flourishing  institution-  in 
this  "Athens  of  West  Virginia."  It  is  at*  present 
the  scat  of  West  Virginia  University,  Morirantowu 
Female  Seminary,  and  a  free  graded  school. 

In  order  to  present  a  satisfactory  account  of  the 
origin  of  the  graduating  system  for  country  schonU. 
it  is  necessary  to  narrate  some  of  the  circumskn 
which  led  to  its  discovery. 

In  the  autumn  of  1873  I  was  employed  by  County 
Superintendent  II.  L.  Cox,  to  visit  the  schools  of 
Monongalia  County,  West  Virginia.  Most  of  my 
work  as  an  educator  previous  to  that  time  had  1 
confined  to  the  school-room.  I  had  long  entertained 
the  belief  that  there  is  somewhere  a  missi'ity  link  in 
our  educational  work,  and  that  its  place,  when  found, 
would  most  likely  be  in  our  system  of  common 
schools.  I  resolved  that  while  vi>iting  the  schools 
of  the  county  I  would  study  the  secret  springs  of 
action  in  school  life,  and  try  to  devise  a  plan  to  facil- 
itate primary  school  work  as  broad  in  its  application 
as  the  system  which  seeks  to  educate  and  to  el* 


ORIGIN    OF   THE   GRADUATING   SYSTEM.  45 

the  race.  To  this  end  I  began  to  study  the  princi- 
ples which  prompt  pupils  to  action,  and  the  motives 
which  move  men  and  women  to  make  sacrifices  for 
the  education  of  their  children. 

I  found  in  Sect.  55  of  the  school  law  of  the  State 
my  duties  set  forth  as  follows :  — 

"The  county  superintendent  shall  visit  the  schools 
within  his  county  at  least  once,  at  such  times  as  he 
may  deem  necessary  and  proper,  and  note  the  course 
and  method  of  instruction  and  the  branches  taught,  and 
give  such  directions  in  the^art  of  teaching  and  the  method 
thereof  in  each  school  as  to  him  shall  seem  necessary  or 
expedient,  so  that  uniformity  in  the  course  of  studies  and 
method  of  instruction  employed  shall  be  secured." 

A  careful  study  of  this  section  of  the  law  con- 
vinced me  that  my  time  in  each  school  must  not  be 
devoted  mainly  to  speech-making.  I  made  up  my 
mind  that  I  would  visit  two  schools  each  day,  and 
spend  a  morning  or  an  afternoon  in  each;  that  I 
would  examine  carefully  the  work  of  each  school,  try 
to  ascertain  its  wants,  and  see  if  I  could  suggest 
some  way  of  relief.  I  soon  found  that  there  was  a 
painful  want  of  uniformity  in  the  course  of  studies  of 
the  several  schools.  Some  schools  had  taken  up 
twice  as  many  branches  as. others,  and  arithmetic 
seemed  to  be  the  stopping-point  in  a  majority  of 
cases.  Many  parents  reserved  the  right  to  dictate 
the  branches  which  their  children  should  study,  and 
many  teachers  regarded  their  work  well  done  when 


46      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

they  had  given  instruction  in  those  branches  which 
happened  to  suit  the  convenience  or  caprice  of  either 
parents  or  pupils. 

In  looking  to  the  school  law  for  the  settlement  of 
the  question  as  to  what  branches  should  be  stn 
in  the  public  schools  of  the  State,  I  found  the  course 
as  clearly  defined  as  the  course  in  any  college  .or 
university,  and  that  it  was  by  no  means  an  o/^/*/W 
course  of  study.  In  order  to  make  this  matter  plain, 
I  here  present  Sect.  11  of  the  school  law  of  the 
State :  — 

uln  the  primary  schools  there  shall  be  taught  Orthogra- 
phy, Reading,  Penmanship,  Arithmetic,  English  Grammar. 
Ilistoiy,  Geography,  and  such  other  branches  as  the  Board 
of  Education  ma}*  direct." 

I  presented  this  section  of  the  law  in  every  school 
which  I  visited,  and  insisted  that  the  entire  course  of 
study  should  be  taken  up  by  all  the  older  and  more 
advanced  pupils.  Many  teachers  suggested  that  there 
were  insurmountable  difficulties  in  the  way  of  such 
an  undertaking,  among  which  they  named  u  wan- 
necessary  books  and  an  indisposition  on  the  part  of 
pupils  to  take  up  additional  branches.  The  more 
skilful  teachers,  however,  testified  that  they  had  110 
difficulty  in  inducing  pupils  to  take  up  additional 
studies,  no  trouble  to  procure  from  parents  the  books 
they  needed,  and  that  pupils  who  had  taken  up  all 
the  branches  contained  in  the  course  of  study  were 
making  better  progress  in  each  than  were  pupils  who 


ORIGIN   OF  THE   GRADUATING   SYSTEM.  47 

had  taken  up  but  half  the  branches  contained  in  the 
course.  I  observed  that  the  testimony  of  these  teach- 
ers had  great  weight  with  parents  and  pupils,  so  I 
presented  such  testimony  wherever  I  went.  I  found 
that  if  I  expected  to  secure  uniformity  in  the  course 
of  studies  in  all  the  schools  of  the  county,  as  the  law 
required,  I  would  have  no  time  to  hear  recitations; 
so  I  devoted  myself  mainly  to  the  work  of  ascer- 
taining what  branches  each  pupil  was  pursuing,  and 
to  the  task  of  aiding  teachers  in  the  organization  of 
additional  classes,  and  procuring  such  books  as  were 
needed. 

I  kept  a  journal  in  which  I  aimed  to  enter  all 
items  of  general  interest  connected  with  the  work  of 
each  school.  I  observed  that  teachers  and  pupils 
were  all  anxious  to  know  whether  any  person  beside 
myself  would  have  access  to  this  journal,  and  whether 
these  items  would  in  any  way  be  made  public.  I 
soon  became  satisfied  that  the  easiest  way  to  induce 
pupils  to  take  up  additional  branches,  and  to  influ- 
ence parents  to  purchase  necessary  books,  would  be 
in  some  way  to  make  public  the  work  of  each  school. 
I  began  first  by  announcing  in  each  school  that  I 
would  report  its  work  in  the  school  which  I  would 
next  visit.  I  observed  from  that  time  forth  that 
whenever  I  entered  a  school-room  I  found  pupils 
present  from  the  school  which  I  had  last  visited,  and 
I  learned  that  they  were  there  by  permission  of  their 
teacher  to  hear  their  school  reported,  and  to  compare 
their  own  work  with  the  work  of  their  neighbors. 


48      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

The  desire  of  teachers  and  pupils  and  parents  to  hear 
the  reports,  and  to  compare  the  work  of  the  several 
schools,  became  so  strong  that,  in  order  to  gratify 
this  desire,  I  held  each  evening  an  educational  meet- 
ing in  one  of  the  school-houses  visited  during  the 
day.  These  evening  educational  meetings  IH«<  unc  a 
mutter  of  public  interest  in  every  part  of  the  county. 
People  were  not  long  contented  with  a  knowledge  of 
the  condition  of  the  schools  of  their  own  comtnti 
but  frequently  called  for  reports  of  schools  in  other 
sections  of  the  county  in  which  they  chanced  to  have 
acquaintances.  I  made  it  a  point  in  each  meeting  to 
state  the  number  of  schools  I  had  up  to  that  time 
visited,  and  the  number  in  which  classes  had  been 
formed  in  all  the  branches ;  and  in  many  places  I 
was  called  upon  to  name  the  schools  in  which  such 
classes  had  been  formed,  and  the  teacher  in  charge 
of  each.  Teachers,  pupils,  and  patrons  of  M  h 
having  classes  in  all  the  branches  came  from  « 
direction  to  attend  our  meetings  and  hear  their 
schools  reported.  Classes  in  many  of  the  schools 
were  organized  in  advance  of  my  visits,  and  I  was 
notified  of  the  fact  and  requested  to  report  them. 
Thinking  that  I  had  touched  the  true  key  to  sue 
by  making  public  the  work  of  each  school,  I  pul>- 
lished  at  the  end  of  the  school  term  in  our  1 
paper,  the  Morcjantown  Post,  a  list  of  schools  in 
which  classes  had  been  formed  in  all  the  bruiK-hes 
and  the  name  of  the  teacher  in  charge  of  each.  This 
county  contained  at  that  time  seventy-eight  country 


ORIGIN    OF   THE    GRADUATING   SYSTEM.  49 

schools,  and  thirty-two  of  these  were  reported  in  the 
published  list,  the  "roll  of  honor  !"  Quite  a  number 
of  teachers  whose  names  had  not  been  published, 
informed  me,  soon  aftel1  ihe  publication  of  the  list, 
that  they  did  not  intend  to  be  left  off  the  roll  of 
honor  next  year.  I  observed  that  teachers  felt  more 
interest  in  having  their  names  published  than  pupils 
and  patrons  felt  in  having  their  schools  published. 
This  convinced  me  that  the  most  effect ual  way  to 
reach  pupils  and  patrons  of  our  public  schools  is,  in 
some  way,  to  make  public  the  individual  work  of 
those  pupils  who  arc  most  deserving  of  praise.  Be- 
lieving that  it  would  aid  teachers  in  organizing 
classes  and  obtaining  books,  I  announced  in  the 
county  newspaper  that  in  the  evening  educational 
meetings  which  I  proposed  to  hold  while  visiting  the 
schools  of  the  county  the  next  winter,  I  would  make 
public  the  names  of  all  pupils  who  would  take  up 
the  entire  course  of  study. 

In  the  autumn  of  1874,  soon  after  the  schools  were 
opened,  I  received  word  from  various  directions  that 
classes  embracing  all  the  branches  had  been  organ- 
ized in  nearly  every  school.  I  was  highly  delighted 
with  the  progress  made  in  this  matter,  and  I  came  to 
the  conclusion  that  my  plan  was  already  a  success. 
Soon  after  this  I  commenced  visiting  schools,  and 
began  to  inquire  for  pupils  who  had  taken  up  the 
full  course  of  study,  intending  to  enter  their  names 
in  my  journal  for  the  purpose  of  reporting  them  in 
our  educational  meetings,  when,  to  my  surprise  and 

4 


50      GRADUATING  SYSTEM   FOR  COUNTRY  SCHOOLS. 

mortification,  I  found  that  scarcely  any  of  them  had 
taken  up  more  than  two  studies.     One  had  taken  up 
arithmetic   and  geography,   another   hud   taken    up 
arithmetic  and  English  grammar,  and  still  another 
arithmetic  and  history,  according  as  they  had  "  i 
and  dislikes"  for  these  branches.     Feeling  that  I  had 
not  yet  accomplished  my  purpose,  I  next  undertook 
to  organize  in  each  school  a  class  of  advanced  pupils 
who  would  agree  to  take  up  all  the  branches.     This 
was  thought  to  bo,  as  one  who  entered  the  class  •  \- 
pressed  it,  "no  fool  of  a  job";  and  yet,  by  the  aid 
of  the  teachers,  I  succeeded  from  day  to  day  in  most 
of  the  schools.     In  our  educational  meetings,  which 
were  held  each  evening,  I  reported  tho  names  of 
pupils  who  had  entered  tho  classes  in  each  of  the 
schools  visited  during  tho  day,  and  in  other  sch 
near  by.     Tho  relatives  and  friends  of  pupil-  com- 
posing these  classes  were  much  pleased  with  these 
reports,  and  in  most  of  our  meetings  tho  greater  part 
of  the  audience  was  made  up  of  relatives  and  friend-. 
Some  of  our  best  teachers  entertained  fears  that  at 
the  close  of  the  school  term  tho  special  interest  would 
cease,    and   most  of  the  members  of  these  classes 
would  backslide,  and  thus  render  it  necessary  for 
us,  the  next  term,  to  "  do  our  first  works."    I  soon 
became  satisfied  that  these  fears  were  well  founded. 
Pupils  had  entered  these  classes,  supposing  that  the 
end  of  the  present  school  term  would  release  them 
from  all  obligations.     Very  few  of  them  had  made 
up  their  minds  to  complete  the  course  of  study.     In 


ORIGIN   OF  THE   GRADUATING  SYSTEM.  51 

order  to  obviate  this  difficulty  I  undertook  to  organ- 
ize in  each  school  a  class  of  volunteers  who  would 
agree  not  only  to  take  up  the  free-school  course,  but 
to  complete  it. 

Pupils  very  naturally  inquired,  before  giving  their 
names  as  volunteers,  "How  soon  is  this  work  to  be 
completed,  and  who  is  to  judge  whether  or  not  it  is 
well  done  ?  "  I  told  them  we  would  have  to  trust  to 
each  class  to  do  this  work  well  ,  and  to  do  it  in  a 
reasonable  time.  I  organized  two  classes  upon  this 
principle,  and  in  our  evening  educational  meeting  I 
reported  my  plan.  I  observed,  however,  that  my 
statement  of  the  plan  produced  no  special  interest  on 
the  part  of  any  who  were  present.  Several  short 
speeches  were  made,  but  none  of  the  speakers  re- 
ferred to  my  plan.  It  was  evident  that  they  could 
sec  nothing  in  it.  I  myself  felt  that  it  was  a  failure. 

After  the  meeting  adjourned  I  retired  at  the  house 
of  a  friend,  but  I  found  no  rest.  I  was  full  of 
tossings  to  and  fro.  For  the  first  time  in  my  life 
I  regretted  that  my  lot  as  an  educator  had  been  cast 
in  the  common  schools.  I  said,  "Oh,  that  I  were  a 
president  of  a  university,  a  professor  in  a  college,  or 
a  principal  of  a  high  school,  where  the  work  of  each 
pupil  is  annually  tested  by  a  thorough  examination." 
I  remembered  noticing,  not  long  before,  upon  the 
wall  of  a  parlor  in  West  Virginia,  a  diploma  belong- 
ing to  a  young  lady,  a  graduate  of  the  high  school 
of  Fort  Wayne,  Indiana,  my  native  State.  Then 
the  inquiry  came  into  my  mind,  —  iftheygradtiated 


OF   THK 

UNIVRSITY 


52      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

pupils  in  high  schools,  why  not  graduate  them  in  low 
schools?     In  a  moment  the  darkness  fled  from  my 
mind;  the  light  flashed,  and  I  almost  fancied  it 
day.     I  felt  sure  I  had  made  the  discovery.     I  B 
"We  will  bring  all  the   plans  and  appliances  from 
the  higher  schools  and  apply  them  to  the  primary 
schools  ;  we  will  have  annual  examinations  and  com- 
mencement exercises,  and  we  will  grant  diplomas  and 
form  alumni  associations." 

Early  next  morning  I  entered  upon  my  duties  with 
renewed  energies,  and  undertook  to  organize,  by  the 
aid  of  the  teacher,  in  each  school  a  class  of  volun- 
teers, who  would  agree  not  only  to  take  up  the  entire 
course  of  study,  but  to  complete  it  in  a  given  time 
and  to  pass  a  public  examination  in  the  same.  I 
found  very  few  pupils  who  were  advanced  far  enough 
to  enable  them  to  complete  the  course  during  tint 
term;  so  I  proposed  that  a  public  examination  In- 
held  by  the  county  superintendent  in  cadi  <li-tri»-t 
(not  sub-district)  in  the  county  at  the  cud  of  the 
school  term  of  the  next  year,  and  that  each  pupil 
who  should  pass  such  examination  creditably  won  LI 
receive  a  handsome  diploma  or  honorary  eerti(i< 
signed  by  the  county  superintendent  and  the  teacher 
of  the  school  in  which  he  had  completed  tin 
This  class  was  termed  the  graduating  class  of  1876. 
I  found,  however,  that  pupils  who  were  willing  to 
enter  this  class  were  not  numerous.  Many  parents 
expressed  their  doubts  about  the  propriety  of  their 
children  making  such  pledges.  The  teachers,  almost 


ORIGIN   OF   THE    GRADUATING   SYSTEM.  53 

without  exception,  and  the  more  intelligent  people 
gave  the  plan  their  hearty  co-operation. 

At  the  ensuing  election,  held  Aug.  13,  1875,  I 
was,  without  opposition,  elected  county  superintend- 
ent. This  I  regarded  not  only  a  compliment  'to 
myself,  but  an  indorsement  of  the  graduating  system 
which  I  had  inaugurated. 

In  the  autumn  of  1875,  as  soon  as  the  schools 
were  fully  in  operation,  I  commenced  my  visitations, 
taking  with  me  a  sample  free-school  diploma, — a 
handsome  certificate,  nine  by  fourteen  inches,  neatly 
framed,  which  I  exhibited  in  each  school.  I  found 
that  the  graduating  system  was  rapidly  growing  in 
popular  favor,  so  I  undertook  to  organize  in  each 
school,  where  there  was  material  for  doing  so,  not 
only  a  class  for  1876,  but  also  a  class  for  1877.  Our 
educational  meetings,  which  were  held  each  evening, 
had,  in  the  mean  time,  so  increased  in  interest  that 
school-houses  were  insufficient  for  the  accommoda- 
tion of  our  vast  audiences,  and  trustees  of  churches 
opened  their  houses  of  worship  for  our  accommoda- 
tion. I  held,  while  visiting  that  winter,  forty-three 
of  these  meetings,  twenty-seven  in  churches.  Numer- 
ous topics  connected  with  popular  education  were 
discussed  at  these  meetings,  and  addresses  were  de- 
livered by  professors  in  the  University,  ministers  of 
the  gospel,  teachers,  farmers,  and  mechanics. 

No  cue  element  added  more  to  the  interest  and 
pleasure  of  these  meetings  than  the  music  furnished 
by  >the  young  ladies  and  gentlemen  of  the  several 


54      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

communities  in  the  county.  I  availed  myself  ea<  h 
evening  of  the  opportunity  to  report  the  names  of 
those  who  had  entered  the  classes  of  1876  and  1877. 
I  proposed  to  publish  these  names  in  the  county 
newspaper;  and  a  spirit  of  emulation  arose  b< •t\\. . -n 
the  schools  of  each  district,  and  an  equal  rivalry  be- 
tween the  several  districts,  as  to  which  school  in  earh 
district  or  which  district  in  the  county  should  c.\<  -el 
in  the  number  and  quality  of  its  graduates.  Teaeh- 
ers,  pupils,  and  patrons  of  the  schools  became  re- 
cruiting agents  to  obtain  volunteers.  The  rank* 
were  frequently  increased  by  pupils  publicly  out« -riiiLT 
the  classes  at  our  educational  meetings,  and  alin<M 
every  mail  brought  me  letters  giving  names  to  be 
added  to  the  classes. 

In  addition  to  the  classes  of  1876  and  1877,  I  sug- 
gested that  each  teacher  form  two  other  classes,  so 
that  each  school  would  have  four  classes;  and  nio-i 
of  them  did  so.  Pupils  unprepared  to  outer  either 
of  these  classes  composed  the  preparatory  depart- 
ment. One  grand  result  of  this  elassilieation  was 
the  effect  produced  upon  pupils  who  entered  the 
graduating  classes.  They  had  voluntarily  consented 
to  do  a  certain  amount  of  work  in  a  given  time,  and 
their  work  would  be  publicly  tested.  Every  student 
of  human  nature  could  anticipate  the  result.  Pupils 
began  to  count  the  months  and  weeks  and  days  in 
which  this  work  was  to  be  accomplished.  They 
were  found  numbering  the  pages  in  their  history, 
geography,  and  English  grammar,  and  counting  the 


ORIGIN   OF   THE   GRADUATING   SYSTEM.  55 

problems  in  arithmetic,  in  order  to  ascertain  how 
many  pages  should  be  studied,  and  how  many  prob- 
lems solved  each  day,  in  order  to  complete  these 
studies,  and  review,  before  examination  day.  One 
boy  said  to  his  comrade,  after  they  had  both  given 
their  names  for  graduation,  "  Now,  Tom,  we  have 
no  more  time  for  shooting  paper  wads  at  the  ceiling 
or  flipping  beans  at  the  girls."  But  the  eifect  of  this 
classification  was  by  no  means  confined  to  the  mem- 
bers of  the  graduating  class.  Most  of  the  younger 
pupils  caught  the  example  and  inspiration  of  the 
older  ones,  and  they  too  began  to  think  and  talk  of 
the  time  when  they  would  also  complete  the  course 
of  study.  Government  in  the  school-room  seemed 
to  take  care  of  itself,  giving  the  teacher  full  time  for 
his  legitimate  work,  teaching. 

The  time  for  the  examination  of  graduating  classes 
began  to  draw  near,  and  croakers  were  busy,  proph- 
esying that  the  whole  system  would  prove  a  failure. 
"  Such  a  thing,"  they  said,  "  as  graduating  in  country 
schools  never  has  been  done  and  never  will."  I 
watched  anxiously  the  effect  of  these  predictions, 
and  I  was  highly  gratified  to  find  that  teachers  and 
pupils  were  already  beyond  the  region  of  uncertainty, 
and  were  only  strengthened  in  their  determination  to 
make  the  plan  a  success.  So  far  were  they  from 
fearing  failure,  that  they  requested  me  to  make  the 
examinations  thorough  and  public,  and  as  far  as 
possible  oral,  so  that  the  people  could  see  and  hear 
for  themselves. 


56   GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS. 

Iii  order  to  make  public  the  time  and  place  of 
each  examination,  I  sent  to  each  teacher,  school 
officer,  and  minister  of  the  gospel  in  the  county, 
the  following  printed  postal-card  notice  of  examina- 
tions :  — 


OFFICE  SUP'T  OF  FRBB  SCHOOLS  OF  MOKONOAUA  COUHTT, 
MOBGAHTOWN,  W.  VA.,  Feb.  16,  1878. 

To  Teachers  and  Friends  of  Free  Schools: 

The  First  Annual  Examination  of  the  Graduating  Classes,  for 
the  several  districts  of  this  county,  will  be  held  at  the  places 
and  dates  named  below  :  — 

ForGR\NT  DISTRICT,  Zoar,  Friday,  Feb.  23,  1876. 

For  UNION  *;  Pierpoint's,  Saturday,  Feb.  26. 

For  MORGAN  "  Pleasant  Hill.  Friday.  March  3. 

For  CASS  "  Bethel,  Saturday,  March  4. 

For  CLAY  "  Mooresville,  Tuesday,  March  7. 

For  BATTELLE  "  West  Warren,  Thursday,  March  9. 

For  CLINTON  "  Goshen,  Saturday,  Match  11. 

Each  examination  will  commence  promptly  at  10  A.  M.,  and 
continue  during  the  day. 

Every  pupil  should  have  a  pencil  and  several  sheets  of  fools- 
cap paper. 

At  night  the  Graduating  Class  from  each  school  will  be  repre- 
sented by  an  Oration,  Essay,  Declamation,  or  Select  Reading 
from  one  of  its  members.  The  granting  of  DIPLOMAS,  and  an 
Address  to  the  Graduating  Classes,  by  some  experienced  educator, 
will  close  the  exercises. 

Friends  of  Popu'ar  Education  arc  invited  to  be  present.  We 
expect  the  best  music,  vocal  and  instrumental,  both  d.iy  and 
night,  which  each  district  can  produce. 

Basket  dinners,  and  suppers  too,  will  be  In  order. 

Very  truly  yours, 

A.  L.   WADE,  County  SupL 


OHIGIN   OF   THE    GRADUATING   SYSTEM.  57 

I  also  sent  copies  of  these  card-notices  to  many  of 
the  public  papers,  and  to  all  the  county  superintend- 
ents of  the  State.  The  coming  examinations  were, 
therefore,  published  in  all  the  schools  of  the  county, 
announced  from  the  pulpit,  and  noticed  by  the  press. 
Great  was  the  desire  of  the  public  to  know  the  names 
of  those  who  were  expected  to  graduate  at  each 
place  named  in  the  notice ;  and  when  I  published  in 
the  local  paper  of  the  county,  the  week  previous  to 
the  first  examination,  a  list  of  names  of  the  graduat- 
ing classes  for  the  following  week,  and  announced 

o  o 

that  I  would  continue  this  each  week,  until  all  the 
classes  would  be  published,  copies  of  the  paper  con- 
taining these  lists  were  looked  for  with  unusual 
interest,  by  parents  and  pupils,  teachers  and  school 
officers,  and  by  all  who  were  interested  in  the  educa- 
tional work. 

Unwilling  to  assume  the  responsibility  of  conduct- 
ing these  examinations  without  aid,  I  secured  the 
services  of  Prof.  H.  L.  Cox,  principal  of  Morgan- 
town  Graded  School ;  Prof.  W.  R.  White,  late  State 
Superintendent  of  Free  Schools  of  West  Virginia ; 
and  Profs.  Lyon,  Purinton,  and  Owen,  of  West  Vir- 
ginia University.  I  gave  notice  through  the  press, 
that  one  or  more  of  these  professors  would  be  present 
to  aid  me  in  each  examination,  and  to  deliver  an 
appropriate  address  in  the  evening. 

Although  most  parents  were  well  pleased  with  the 
thought  of  having  their  children  graduate,  I  observed, 
as  the  time  for  examination  drew  near,  an  increasing 
anxiety  on  the  part  of  these  parents  about  the  final 


58      GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS. 

result.  I  received  numerous  letters,  was  occasionally 
called  upon,  and  sometimes  sent  for,  by  parents  who 
had  children  in  the  graduating  classes.  One  fortu- 
nate feature  connected  with  this  anxiety  was,  that 
these  parents,  almost  without  exception,  were  unwill- 
ing to  let  their  children  know  that  they  had  any  fears 
as  to  their  final  success  in  the  examination. 

An  incident  which  took  place  a  short  time  j 
vious  to  the  first  examination  will  serve,  in  some 
degree,  to  illustrate  the  depth  of  parental  fccliiur  in 
this  matter.  Riding  on  horseback  along  a  country 
road,  I  was  passing  a  farm-house,  when  the  proprie- 
tor, a  man  whom  I  knew  very  well,  gave  mo  a  signal 
which  indicated  that  ho  wished  mo  to  como  to  the 
house.  On  entering  the  door,  I  saw,  in  the  manner 
of  the  man  and  his  wife,  unmistakable  signs  of  great 
anxiety. .  Without  any  of  the  usual  formalities,  the 
man  began:  "The  children  are  all  at  school;  wife 
and  I  have  been  wanting  to  see  you  for  some  time. 
You  have  got  our  daughter  into  this  graduating  class, 
and  she  seems  to  think  that  it  is  all  very  nice.  Some 
people  say  that  the  object  is  to  disgrace  the  children 
in  the  presence  of  a  lot  of  college  professors ;  and 
wife  and  I  have  hardly  slept  any  for  a  week.  Our 
daughter  knows  nothing  about  how  anxious  we  are." 
Rising  from  his  seat  and  approaching  mo,  as  I  sat 
in  his  own  house,  without  any  sign  of  anger,  but 
with  deep  feeling,  pointing  his  forefinger  at  me,  he 
said,  "My  daughter  is  a  good  girl,  and  she  studio* 
hard:  I  will  go  with  her  to'the  examination,  an  1  I 
intend  to  see  that  she  is  not  abused." 


LECTURE  V. 

TRIALS   AND  TRIUMPHS   OF  THE   GRADUATING  SYSTEM 

THE  25th  of  February,  1876,— the  day  which 
was  to  decide  whether  graduation  in  country  schools 
should  be  a  success  or  a  failure,  —  dawned  beautiful 
and  bright.  I  was  well  aware  that  if  the  first  exami- 
nation should  be  a  failure,  it  would  be  impossible,  in 
this  county,  to  rally  a  class  at  any  subsequent  time  ; 
and  I  had  felt  a  deep  anxiety  for  this  day  to  bo  fair. 
When  the  sun  rose,  the  sky  was  clear,  the  air  balmy 
and  mild  as  a  May  morning.  Full  of  hope,  I  was 
on  my  way  to  the  appointed  place,  when  I  met  a 
messenger  who  hurriedly  handed  me  a  letter.  I  saw, 
on  opening  it,  that  it  was  from  one  of  the  foremost 
teachers  of  the  district  in  which  the  examination 
would  be  held.  It  was  a  short  note,  and  I  here  pre- 
sent it  in  full :  — 

LAOREL  POINT,  Feb.  25,  1876. 
A.  L.  WADE, 

County  Superintendent  of  Schools. 

My  Dear  Sir,  —  A  report  is  in  circulation  that  you  will 
demand  a  fee  of  five  dollars  for  each  diploma  granted,  and 
that  twenty-five  cents  will  be  charged  each  person  as  admis- 
sion to  Prof.  White's  evening  lecture.  I  fear  that  this  report 


60      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

will  affect  the  attendance,  and  I  hope  you  will  at  once  cor- 
rect  it,  through  the  papers     Yours  in  haste, 

GEOBOE  BARB. 

While  I  had  all  confidence  in  the  sincerity  of  the 
writer,  I  could  not  believe  that  intelligent  people 
would  credit  the  report;  and  yet  my  an  is,  I 

think,  little  less  than  (hat  felt  by  Cyrus  W  I 
when  the  "Great  Eastern"  left  the  shore  to  lay  tho 
Atlantic  cable.  On  Hearing  tho  church  in  which  tho 
examination  was  to  be  held,  great  was  my  gratifica- 
tion when  I  saw  both  sides  of  tho  road  literally  I 
with  horses  and  carriages,  and  the  enclosure  about  (he 
church  almost  filled  with  people.  On  entering  tho 
door  I  found  the  house  already  full ;  and  as  I  passed 
down  the  aisle  (oward  the  pulpit,  an  excellent  choir, 
accompanied  by  a  good  organ,  l>egan  to  .MIILT  :m 
appropriate  song.  Every  teacher  of  the  district  was 
present,  and  a  graduating  class  of  fifty  was  seated  in 
a  suitable  place.  Professor  Cox,  my  predecessor  in 
office,  a  man  of  large  experience  and  superior  hkill 
in  public  examinations,  who  had  promised  to  aid  mo 
upon  this  occasion,  was  present,  ready  to  perform 
his  part.  Professor  Purinton,  of  West  Virginia  Uni- 
versity, was  elected  secretary,  and  was  furnished 
with  a  blank  book,  for  tho  purpose  of  making  a 
permanent  record  of  the  proceedings. 

To  give  a  detailed  account  of  the  work  of  this  d:iy 
and  of  the  evening  would  be  but  a  repetition  of  the 
spirit  of  tho  examination  described  in  my  last 
In  order,  however,  to  show  the  principal  points  of  in- 


TRIALS   AND    TRIUMPHS.  61 

terest  in  this  and  the  subsequent  examinations  which 
had  been  announced,  I  here  present  an  account  copied 
from  my  official  report  for  that  year.  The  report 
says :  — 

"  These  district  examinations  of  graduating  classes 
were  held  in  churches  in  the  following  order  :  — 

"  Grant  District,  at  Zoar  Baptist  Church,  on  Fri- 
day, Feb.  25,  1876.  This  district  has  thirteen 
schools,  and  all  the  teachers  were  present.  The 
printed  roll  (of  volunteers  for  graduation),  number- 
ing sixty-one,  was  called,  and  fifty  members  re- 
sponded. The  residue,  having  failed  to  complete  the 
course,  were  transferred  to  the  class  of  1877.  The 
examination  was  conducted  by  the  county  superin- 
tendent, assisted  by  Professor  H.  L.  Cox,  principal 
of  Morgantown  Graded  School.  In  the  evening 
addresses  were  made  by  Professor  W.  R.  White, 
ex-State  Superintendent  of  Free  Schools  of  West 
Virginia,  and  Professor  D.  B.  Puriuton,  of  West 
Virginia  University. 

"  Union  District,  at  Peirpoint's  Methodist  Episco- 
pal Church,  Saturday,  Feb.  26,  1876.  This  district 
has  eight  schools,  and  all  the  teachers  were  present. 
The  roll,  numbering  fifty,  was  called,  and  thirty- 
eight  responded.  The  examination  was  conducted 
by  the  county  superintendent,  assisted  by  Professor 
F.  S.  Lyon,  of  West  Virginia  University,  and  Pro- 
fessor H.  L.  Cox.  Addresses  were  delivered  in  the 
evening  by  Professors  White,  Lyon,  and  Purinton. 

"Morgan  District,  at  Pleasant  Hill  Baptist  Church, 


G2      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

Friday,  March  3,  1876.  This  district  has  eight 
schools,  and  all  the  teachers  were  present.  The 
roll,  numbering  twenty-one,  was  called,  and  nine- 
teen responded.  Professor  White  assisted  the  coun- 
ty superintendent  in  conducting  the  examination. 
Addresses  in  the  evening  by  Professors  Cox,  White, 
Purinton,  and  Owen. 

"Lass  District,  at  Bethel  Methodist  Episcopal 
Church,  on  Saturday,  March  4,  1876.  This  district 
contains  eight  schools,  and  all  the  teachers  \\« n- 
present  except  two,  and  these  two  were  11011-1-  -i- 
dents.  The  roll,  numbering  thirty,  was  called,  and 
twenty-one  responded.  Professor  White  a— i-tnl 
the  county  superintendent  in  conducting  the  exami- 
nation, and  in  the  evening  delivered  an  addn 

"  Clay  District,  at  Valley  Chapel  Christian  Church, 
on  Tuesday;  March  7,  1876.  This  district  contains 
thirteen  schools,  and  all  the  teachers  were  piv>mt 
except  one,  —  a  resident  of  this  county.  The  roll  of 
twenty -three  was  called,  and  seventeen  ansunvd. 
Professor  Lyon  assisted  the  county  superintendent 
in  the  examination.  In  the  evening  addresses  uric 
made  by  Professor  Lyon  and  Hon.  William  Price. 

"Battdle  District,  at  West  Warren  Baptist  ( 'hun-h, 
on  Thursday,  March  9,  1876.  This  district  has  thir- 
teen schools,  and  all  the  teachers  were  pr< 
except  two,  —  one  a  resident  of  this  county  and  the 
other  a  non-resident.  The  roll,  numbering  thirty- 
four,  was  called,  and  twenty-four  responded ;  but 
four  of  these  withdrew  from  the  class,  not  be- ing 


TKIALS   AND   TRIUMPHS.  63 

fully  prepared  in  all  the  branches  of  the  course. 
One  teacher  who  was  present  —  a  non-resident  — 
declined  to  take  any  part  in  the  work  of  deciding 
who  were  entitled  to  diplomas.  Professor  Lyon 
assisted  the  superintendent  in  conducting  the  exami- 
nation, and  in  the  evening  addressed  the  audience. 

"  Clinton  District,  at  Goshen  Baptist  Church,  on 
Saturday,  March  11,  1876.  This  district  contains 
fourteen  schools,  and  all  the  teachers  were  present. 
The  roll,  numbering  forty- two,  was  called,  and  thirty- 
one  answered.  Professor  Lyon  assisted  the  county 
superintendent  in  conducting  the  examination.  In 
the  evening  addresses  were  made  by  Professors 
Lyon,  Owen,  and  Purinton. 

rf  The  county  superintendent,  each  evening,  after 
the  addresses  were  ended,  in  the  presence  of  the 
audience,  delivered  tg  each  member  of  the  class  who 
was  by  the  teachers  of  the  district  adjudged  worthy 
of  the  same,  a  Diploma  or  Honorary  Certificate, 
9  x  14  inches,  duly  signed  as  heretofore  set  forth ; 
which,  when  framed,  is  an  ornament  to  a  parlor  and 
an  honor  to  the  holder. 

"Two  hundred  and  sixty-one  pupils  entered  the 
class  of  1876,  and  of  this  number,  one  hundred  and 
ninety-six  completed  the  course  and  obtained  diplo- 
mas." 

So  far  as  I  could  learn,  not  a  single  pupil  who  had 
undertaken  to  complete  the  course  of  study  for  grad- 
uation stayed  away  from  the  examination  from  fear 
of  failure.  With  the  exception  of  a  few  who  were 


64      GRADUATING   SYSTEM   FOR    COUNTRY   SCHOOLS. 

unable  to  attend,  all  who  were  prepared  were  pro 
Those  who  were  unable  to  graduate  in   1876  were 
transferred  to  the  class  of  1877. 

As  an  indication  of  the  interest  which  the  teachers 
took  in  these  examinations,  I  may  refer  to  tin- 
which  appears  in  the  report  I  have  given ;  viz.,  only 
five  teachers  were  marked  absent. 

In  order  that  I  may,  in  some  degree,  give  an  idea 
of  the  interest  which  the  masses  manifested  in  ih«  >r 
examinations,  I  quote  further  from  my  report  of  that 
year :  — 

"With  a  single  exception,  the  largest  churches  in 
the  several  districts  were  insufficient  to  accommodate, 
even  during  the  day,  the  vast  numbers  who  came  to 
witness  the  examinations.  And  these  were  not  »li  — 
interested  spectators ;  they  wero  our  most  intelli. 
people, — the  cream  of  society,  —  men  ami  women 
who  had  sons  or  daughters  or  grandchildren  or 
friends  in  the  class,  in  whom  they  were  deeply 
interested." 

In  order  to  show  the  thoroughness  of  these  exami- 
nations, the  success  of  pupils  in  passing  through 
them,  and  the  aims  of  those  who  graduated,  I  quote 
once  more  from  my  report :  — 

"  These  examinations  wero  no  '  child's  play ' ;  they 
were  intended  to  test  the  knowledge  of  each  pupil  in 
the  free-school  branches ;  and  yet,  with  a  very  lew  ex- 
ceptions, the  members  of  the  several  classes  displayed 
a  coolness,  a  courage,  and  a  knowledge  of  the  common 
branches  which  many  of  our  teachers  do  not  possess. 


TRIALS    AND   TRIUMPHS.  65 

But  they  do  not  expect  to  cease  to  study  because 
they  have  graduated  in  the  primary  branches.  They 
expect  to  work  to  obtain  a  more  thorough  knowledge 
of  these  branches,  and  many  of  them  intend  to  take 
up  a  higher  course  of  study." 

You  will  please  bear  in  inind  that  the  quotations 
which  I  have  made  form  a  part  of  an  official  report, 
prepared  when  the  facts  were  fresh  in  memory,  — 
prepared  for  circulation  among  the  very  people  who 
were  familiar  with  these  facts. 

As  soon  as  the  last  examination  of  graduating 
classes  was  ended,  parents  and  pupils,  teachers  and 
school  officers,  began  to  inquire  how  soon  the  cata- 
logue of  the  schools  of  the  county  would  be  pub- 
lished. Reports  of  these  examinations  had  been 
published  from  time  to  time  in  the  local  paper  of 
the  county,  and  they  had  been  read  with  interest, 
but  they  were  scattered  through  several  editions  of 
the  paper,  —  difficult  to  find  for  reference ;  and  the 
information  which  they  gave,  though  good  as  far  as 
it  went,  was  incomplete,  and  by  no  means  met  the 
want  that  was  felt  in  every  family.,  A  complete 
report,  in  cheap  and  convenient  form,  by  the  aid  of 
which  each  family  could  compare  intelligently  the 
work  of  the  several  schools  of  the  county,  seemed 
to  be  essential.  With  a  view  of  publishing  such  a 
pamphlet,  I  had,  on  the  day  of  each  examination, 
placed  in  the  hands  of  each  teacher  who  was  present 
the  following :  — 


66      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

FORM  OF  REPORT  FOR  CATALOGUE. 

REPORT  OF School, 

Sub*fiistrict  No., (District  of. 

For  the  Term  ending day  of. 1878. 

Teac.. 


Number  of  youths  entitled  to  attend 

Number  of  youths  in  attendance 

Number  of  youths  entitled  to  attend,  but  not  In  attendance     ^. 

Daily  average  attendance 

Daily  per  cent  of  attendance  of  all  entitled  to  attend       .       .       . 

Branches  taught  and  number  of  pupils  studying  each  branch, 

as  follows :  — 


Penmanship 
Reading  . 
Orthography 


History 

English  Grammar 

Geography      

Written  Arithmetic 

Mental  Arithmetic 

4®"  (Name  any  other  classes,  if  any.) 

The  following  pupils  graduated  in  1876 :  — 
CLASS  FOR  1877. 


CLASS  FOR  1878. 


CLASS  FOR  1879. 


I  agree  to  pay  member  of  th« 

Publishing  Committee  of District, 

.Dollar    and Cents  for Copiv* 

of  the  First  Annual  Catalogue  of  the  Free  Schools  of  Monongalia  County  — 
being  teu  cents  per  copy  —  at  the  time  they  are  delivered  to  me. 

Ttachtr. 


TKIALS   AND  TRIUMPHS.  67 

The  teachers  of  each  district,  on  the  day  of  exami- 
nation of  graduating  classes,  had  chosen  from  their 
own  body  one  member  of  the  Committee  on  Publica- 
tion of  the  Catalogue. 

This  committee  met  at  the  Court  House  on  the 
twenty-sixth  day  of  June,  1876,  having  reports  from 
most  of  the  schools,  and  awarded  the  contract  for 
publishing  the  First  Annual  Catalogue  to  the  editors 
of  the  Morgantown  "  Post  " ;  six  hundred  copies  for 
$60.  A  little  over  $50  had  been  subscribed,  and  the 
residue  was  paid  by  the  county  superintendent.  A 
few  teachers  had  failed  to  fill  up  and  return  their 
reports,  and  in  such  cases  abstracts  were  taken  from 
the  superintendent's  journal. 

About  the  first  of  September,  1876,  we  published 
the  First  Annual  Catalogue  of  the  Free  Schools  of 
Monongalia  County,  which  embraced  the  annual  re- 
port of  the  county  superintendent,  and  a  report  from 
every  school  in  the  county.  This  catalogue,  which 
was  a  32 mo  pamphlet  of  ninety-six  pages,  was  pur- 
chased of  teachers  by  parents  and  pupils,  and  read 
and  studied  by  both  young  and  old,  until  almost 
every  one  became  familiar  with  the  educational  work 
of  the  whole  county.  No  other  single  book,  except 
the  Bible,  seemed  to  present  so  many  points  of  interest 
to  the  people  of  every  community  in  the  county. 
The  per  cent  of  attendance,  which  is  clearly  presented 
on  every  page,  was  carefully  studied  by  teachers  and 
school  officers.  Parents  and  pupils  having  relatives 
and  acquaintances  residing  in  remote  parts  of  the 


68      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

county  looked  carefully   in   the   catalogue    to    see 
whether  the  names  of  their  cousins  and  friends  were 
to  be  found  in  any  of  tho  classes.     The  individual 
work  of  each  teacher,  as  presented  in  tho  catalogue, 
indicated,  in  a  good  degree,  his  worth,  and  was  < 
fully  considered  by  those  who  wished  to  employ  pub- 
lic instructors.      Many  other    points     of    int. 
connected  with  this  catalogue  I  must  pass  uiumti 

While  the   masses  were   generally   well   j 
with  the  work  of  the  graduating  system,  th 
some  persons  who  had  not  ceased  to  prophesy  that 
the  plan  would  yet  be  a  failure.     "Those  examina- 
tions,"  they  said,  "were  successful  because  the"  sys- 
tem was  then  now;  but  tho  excitement  will  die  away 
within  the  year,  and  it  will  bo  impossible  t<>   i 
them.     These  graduates,"  they  said,  "  are  sure  in  the 
end  to  bo  worsted,  because  they  will  certainly  cettt 
to  study,  as  it  is  generally  understood  that  Lrr.ulua- 
tion  means  that  they  have  learned  all." 

In  tho  autumn  of  1876,  as  soon  as  the  schools 
were  fully  at  work,  I  commenced  my  annual  visits. 
I  was  gratified  to  find  the  predictions  that  tho^e  who 
had  graduated  would  cease  to  study  were  false.  I 
found  about  ninety  per  cent  of  these  alumni  in 
school,  either  as  teachers  or  pupils,  many  of  them 
pursuing  studies  beyond  the  primary  branches. 

Desiring  to  give  the  young  people  of  the  county 
the  highest  mental  training  that  our  common  schools 
can  po-sibly  afford,  I  introduced  a  plan  which  ^ 
a   large   number  of  the  graduates  the  privilege  of 


TRIALS   AND   TRIUMPHS.  69 

writing  for  the  press.  Another  newspaper,  called 
the  "New  Dominion,"  had  lately  been  started  at  the 
county  seat.  We  now  had  papers  representing  the 
interests  of  the  two  leading  political  parties,  and  both 
papers  were  warmly  interested  in  the  educational 
work.  At  each  of  our  educational  mass  meetings, 
held  each  evening,  a  correspondent  for  each  of  our 
county  papers  was  chosen.  These  correspondents 
were  usually  selected  from  the  alumni  of  the  schools 
visited  during  the  day,  and  generally  consisted  of  a 
lady  and  a  gentleman.  Each  correspondent  was 
expected  to  furnish  the  paper  which  he  represented 
a  condensed  account  of  the  proceedings  of  the  meet- 
ing, and  a  sketch  of  the  educational  work  of  the  com- 
munity in  which  it  was  held.  Each  issue  of  our 
county  papers  was  anxiously  looked  for,  especially 
by  friends  of  these  correspondents  and  by  the  schools 
which  they  represented.  Thus,  in  a  single  school 
term,  nearly  one  hundred  of  our  young  people  com- 
menced the  high  work  of  writing  for  the  public 
papers. 

I  had,  at  the  several  examinations  of  graduating 
classes  held  at  the  end  of  the  previous  term,  an- 
nounced that  some  time  within  the  next  school  year 
an  alumni  association  would  be  organized,  and  an 
entertainment  would  be  given,  in  each  district,  by 
those  who  had  graduated.  I  had  stated  that  the 
exercises  at  these  alumni  meetings  would  consist  of 
original  and  select  orations,  essays,  and  select  read- 
ings ;  and  I  had  requested  the  young  people  to  make 


70      GRADUATING  SYSTEM   FOR  COUNTRY   SCHOOLS. 

preparation  for  .these  public  performances.  I  hud 
further  announced  that  the  officers  of  each  assona- 
tion  would  be  chosen  by  ballot,  from  and  by  the 
members  of  its  own  body,  and  that  each  would  also 
elect  from  among  its  members  a  gentleman  to 
deliver  an  oration  and  a  lady  to  read  an  essay  at  the 
next  annual  examination  of  graduating  classic  in  iln 
district. 

The  average  age  of  those  who  had  graduated  in 
the  county  was  a  little  less  than  >i.\i« «  ;  and 

it  was  suggested  by  some  that  alumni  associations 
could  not  be  made  a  success  if  managed  by  oili 
so  young  in  years,  and  that  it  would  prohahlv  \^- 
better  to  choose  these  officers  from  the  ranU>  <>(  Citi- 
zens. Other  persons  prophesied"  that,  \vlun  the 
time  fur  holding  these  alumni  meetings  should  come, 
there  would  be  no  difference  of  opinion  about  the 
election  of  officers;  for,  as  they  believed,  Midi  inrrt- 
ings  would  never  be  held,  —  nobody  would  make 
preparation  for  them,  and  nobody  would  attend 
them.  I  was  well  aware,  however,  that  the  younir 
people  were  making  thorough  preparation,  and  that 
many  of  the  young  men  were  making  thcniM-lvi-s 
familiar  with  rules  of  order  for  the  government  (>(' 
deliberative  bodies. 

In  order  to  make  public  the  time  and  place  of 
each  meeting,  I  sent  to  each  teacher  and  school 
officer  of  the  county,  and  to  many  of  the  older  mem- 
bers of  the  alumni,  the  following  printed  postal-card 
notice  of  alumni  meetings :  — 


TRIALS   AND   TRIUMPHS.  71 


OFFICE  SUP'T  FREE  SCHOOLS  OF  MONONGALIA  Co., 
MORGAN-TOWN,  W.  VA.,  Jan.  8,  1877. 

To  Teachers  and  Friends  of  Free  Schools  : 

The  First  Annual  Meeting  of  the  Alumni  of  the  Free  Schools 
of  the  several  districts  of  this  County  will  be  held  in  the  follow- 
ing churches  and  at  the  dates  named  below  :  — 

For  GRANT  DISTRICT,  Saturday,  Jan.  13,  at  Cold  Spring. 

For  MORGAN  DISTRICT,  Friday,  Jan.  19,  at  Drummond  Chapel. 

For  CASS  DISTRICT,  Saturday,  Jan.  20,  at  Cassville. 

For  BATTELLE  DISTRICT,  Friday,  Jan.  26,  at  Union. 

For  CLAY  DISTRICT,  Saturday,  Jan.  27,  at  Mt.  llermon. 

For  UNION  DISTRICT,  Friday,  Feb.  2,  at  Peirpoint's. 

For  CLINTON  DISTRICT,  Saturday,  Feb.  3,  at  Goshen. 

The  exercises  will  commence  at  half  past  six  o'clock,  and  will 
consist  of  Original  and  Select  Orations,  Essays,  and,  Select 
Readings. 

Teachers  will  please  meet  as  early  as  5  p.  M.,  to  prepare  a 
programme  for  the  evening  We  expect  the  best  music  —  vocal 
and  instrumental  —  which  'each  district  can  produce  Each 
member  of  the  Class  of  1876  will  be  entitled  to  take  part  in  the 
exercises  in  the  district  in  which  he  graduated. 

Friends  of  Free  Schools  are  invited  to  be  present. 

A.  L.   WADE, 

County  Sup't. 


In  order  to  show  the  result  of  this  attempt  to  or- 
ganize these  associations,  I  quote  from  my  official 
report  of  that  year  :  — 

"An  alumni  association  was  organized  in  each 
district  in  the  county.  Each  association  elected  by 
ballot,  from  its  own  body,  president,  vice-president, 
and  secretary.  A  gentleman  to  deliver  an  oration, 
and  a  lady  to  read  an  essay  at  the  next  annual  dis- 


72      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

trict  examination  and  commencement  exercises,  were 
also  chosen  by  each  association. 

"  No  public  meetings  pertaining  to  our  free-school 
work  have  elicited  more  interest  or  attract i'd  larger 
crowds.  More  than  eighty  members  of  the  class  of 
1876  embraced  the  opportunity  to  speak  and  read  in 
the  presence  of  large  audiences. 

"  The  self-possession  shown  by  the  members  of  the 
various  classes  in  their  performances,  and  in  the  < 
tion   of   officers,   elicited  universal  commendation. 
The  privilege  of  addressing  popular  assemblages,  and 
reading  to  full  houses,  is  not  often  Driven  to  the  youth 
who    attend   our  free   schools.      It    is   claimed   by 
some  that  the  ability  to  speak  and  read  in  public  is 
possessed  in  a  high  degree  by  but  few  persons.     If 
this  be  true,  it  is  the  more  important  that  the  M  ! 
in  which  the  masses  are  educated,  give  opportunity 
for  the  development   of  this  gift   wherever   ii 
ists. 

"The  graduating  class  of  1877  has  been  addc 
the  alumni,  and  will  take  part  in  the  several  annual 
meetings,  which  will  be  held  at  the  call  of  the  officers 
oi*  each  district.    Due  notice  of  the  time  and  place  of 
each  will  be  given." 

The  time  for  holding  our  second  annual  exam- 
inations of  graduating  classes  was  now  at  hand. 
These  were  held,  as  in  the  preceding  year,  in  s<- 
churches;  the  first  on  the  24th  of  February  and 
the  last  on  the  17th  of  March,  1877.  In  order  to 
show  the  result  of  these  examinations  and  of  the 


TRIALS    AND  73 


work  of  the  year,  I  quote  from  my  official  re- 
port :  — 

"  It  will  be  seen  from  the  reports  of  district  exam- 
inations that  one  hundred  and  ten  pupils  completed 
Uie  course,  and  obtained  diplomas.  These  were 
granted  by  the  teachers  present,  on  a  scale  from  one 
to  ten,  —  five  being  medium  and  ten  excellent.  No 
pupil  graduated  whose  average  grade  was  not  above 
seven.  It  was  not  expected  that  the  class  in  the 
county  this  year  would  be  as  large  as  it  was  last  year, 
as  we  had  last  year  the  cream  produced  by  several 
years'  work.  Many  persons  at  the  close  of  the  exam- 
inations in  1876  were  of  the  opinion,  that  in  order  to 
have  graduates  in  1877,  it  would  be  necessary  to  use 
skimmed  milk.  Many  of  these,  however,  after  wit- 
nessing the  examinations  of  the  classes  of  1877, 
agree  that  the  graduates  of  this  year  are.  richer  than 
last. 

"The  attendance  upon  these  examinations,  both  day 
and  night,  and  the  interest  manifested  by  the  masses 
in  them,  were  quite  equal  to  last  year.  The  same 
may  be  said  of  our  educational  meetings,  which  were 
held  each  evening  while  I  was  visiting  schools.  I 
held  in  the  year,  including  district  alumni  meetings 
and  examinations,  fifty-two  educational  mass  meet- 
ings in  the  county,  forty-two  in  churches,  and  ten  in 
school-houses." 

Rev.  J.  E.  Thompson,  who  had  lately  been 
elected  president  of  West  Virginia  University, 
heartily  indorsed  the  graduating  system,  made  the 


74      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

tour  of  the  county,  was  present  at  most  of  <>nr 
second  annual  examinations  of  graduating  classes, 
and  delivered  evening  addresses.  Several  other 
educators  took  part  in  these  exercises,  prominent 
among  whom  I  may  name  Prof.  F.  H.  Crago,  prin- 
cipal of  Moundsville  Graded  and  Normal  Schools. 
Mr.  N.  N.  Hoffman,  one  of  the  editors  of  the 
Morgantown  "  Post,"  accompanied  President  Thomp- 
son on  his  trip  through  the  county.  The  presence 
of  a  journalist  increased,  in  no  small  degree,  the 
inspiration,  upon  each  occasion.  His  c. lit  ..rial  re- 
ports of  examinations  and  evening  exercises  v 
read  with  interest  by  the  people,  and  were  copied  by 
the  leading  papers  of  the  State. 

The  Second  Annual  Catalogue  of  the  Free  Schools 
of  Monongalia  County  was  published  about  the  1st 
of  September,  1877.  Copies  of  this  catalogue  were 
sent  to  county  superintendents  throughout  the  State, 
and  to  many  of  the  public  papers. 

In  the  autumn  of  1877,  when  I  began  my  unnu:il 
visits,  I  found  that  close  observers  believi-.l  the 
severest  trials  of  the  graduating  system  were  en 
and  that  its  triumph,  throughout  the  county,  was 
generally  conceded.  I  found,  from  the  discussions 
in  our  evening  educational  mass  meetings,  tint 
teachers  and  patrons  were  thinking  on  a  hiirln-r 
plane  than  heretofore.  The  need  of  teachers  thor- 
oughly trained  for  their  work,  the  necessity  for  se- 
curing a  full  attendance  upon  the  schools,  and  the 
importance  of  giving  the  masses  a  better  education 


TRIALS  AND  TRIUMPHS.  75 

and  a  broader  culture,  were  subjects  which  seemed 
to  occupy  uppermost  places  in  the  public  mind. 

The  second  annual  meetings  of  the  alumni  were 
favored  with  audiences  quite  equal  to  those  of  last 
year,  and  the  exercises  indicated  a  good  degree  of 
reading  and  of  research  on  the  part  of  the  per- 
formers. 

We  were  now  nearing  the  time  for  holding  our 
third  annual  examinations  of  the  graduating  classes, 
and  President  'J  hompson  again  agreed  to  make  the 
tour  of  the  county.  Mr.  J.  E.  Fleming,  one  of  the 
editors  of  the  Morgantown  "New  Dominion,"  gave 
notice  that  he  would  accompany  President  Thompson  ; 
and  Mr.  N.  N.  Hoffman,  of  the  Morgantown  "  Post," 
who  had  attended  most  of  the  exercises  of  the  pre- 
ceding year,  again  arranged  to  be  present  at  a  part 
of  the  examinations. 

George  W.  Atkinson,  Esq.,  editor  of  the  Wheel- 
ing "  Standard ''  (daily  and  weekly) ,  who  had  himself 
been  a  teacher,  and  who  was  already  a  warm  advo- 
cate of  the  graduating  system,  announced  his  inten- 
tion to  be  present  at  several  of  our  examinations,  in 
order  that  he  might  carefully  study  the  character  and 
work  of  the  system  for  the  purpose  of  presenting  it 
to  the  public. 

The  "Standard"  of  March  4,  1878,  contains  a 
leading  editorial,  in  which  Mr.  Atkinson  makes  his 
report  and  presents  his  conclusions.  As  his  article 
is  too  long  to  be  presented  in  full,  I  make  the  fol- 
lowing extracts :  — 


76      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

"At  the  instance  of  County  Superintendent  Wade, 
of  Monongalia,  we  made  a  tour  last  week  of  a  por- 
tion of  that  county,  attending  what  Mr.  \Vadc  calls 
his  annual  public  examinations ;  and  such  crow.; 
people  we  have  never  seen  assembled,  even  at  barbe- 
cues during  political  campaigns.  Mr.  Wade  has 
thoroughly  systematized  the  schools  of  his  county, 
and  his  plan  is  simply  this:  The  pupils  of  every 
school  in  the  county  are  arranged  in  classes  alter 
the  fashion  of  colleges  and  universities,  and  cv  i  \ 
year  a  greater  or  less  number  of  students  graduate 
from  every  school  in  the  county.  The  comm< 
mcnt,  or  graduating  exercises,  arc  held  in  each  dis- 
trict, and  all  the  schools  from  the  sub-districts  have 
their  graduating  pupils  present  at  some  central  point 
in  the  district  where  the, examination  takes  place; 
and  those  who  pass  creditable  public  examination^ 
receive  diplomas  which  certify  that  the  holders  have 
taken  the  course  of  study  laid  down  in  the  school 
law  of  the  State,  and  have  passed  a  public  examina- 
tion upon  the  studies  thus  laid  down  in  the  law. 
The  parents  and  immediate  relatives  of  the  members 
of  the  graduating  class  never  fail  to  bo  present  dur- 
ing the  entire  examination,  and  every  parent  is  aux- 
ious  for  his  or  her  child  to  bo  most  successful. 

"  The  examinations  begin  at  10  A.  M.  and  usually 
continue  until  5  p.  M.,  giving  one  hour  for  dinner. 
Then,  in  the  evening,  addresses  upon  some  educa- 
tional topic  are  delivered  by  gentlemen  whom  Mr. 
Wade  never  fails  to  have  on  hand  to  interest  and  to 
instruct  the  people. 


TRIALS   AND  TRIUMPHS.  77 

"We  cannot  commend  Mr.  Wade's  plan  too  highly. 
It  is  just  the  thing  to  bring  our  public  schools  up  to 
the  standard  of  usefulness  and  respectability  which 
they  were  intended  by  the  authors  of  the  law  to  be. 
It  is  a  common-sense  plan,  and  wherever  it  has  been 
introduced  it  has  worked  like  a  charm.  The  fact 
that  it  awakens  an  interest  on  the  part  of  the  people 
is  of  itself  sufijcient  to  commend  it  to  the  Superin- 
tendent of  Public  Instruction,  if  it  possessed  no  other 
advantages.  But  it  does  possess  other  advantages  :  — 

"  First,  it  classifies  the  studies  laid  down  in  the  law 
to  be  taught  in  our  public  schools. 

"  Second,  it  induces  pupils  to  go  through  the  entire 
course  of  study,  which  a  great  many  would  otherwise 
not  do. 

"  Third,  it  arouses  the  ambition  of  the  student  to 
excel.  It  is  really  surprising  to  see  how  determined 
each  boy  and  girl  is  to  he  the  flower  of  the  class,  or 
the  cream  of  the  class,  as  Mr.  Wade  terms  it. 

"  Fourth,  it  has  a  tendency  to  increase  the  attend- 
ance at  school ;  for  it  is  only  reasonable  to  conclude 
that  the  more  people  are  interested  in  education, 
the  more  they  will  be  stimulated  to  send  their  chil- 
dren to  school. 

"  After  having  witnessed  the  entire  workings  of  the 
system  inaugurated  by  Mr.  Wade,  we  are  now  more 
than  ever  in  favor  of  it,  and  sincerely  hope  that  our 
State  Superintendent  will  make  it  a  part  of  his  next 
report  to  the  Legislature,  asking  its  adoption." 

The  Third  Annual  Catalogue  of  the  Free  Schools  of 


78      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

Monongalia  County,  which  was  published  about  the 
first  of  September,  1878,  showed  that  eighty-eii:ht 
pupils  had  graduated,  and  that  fifty  evening  edu- 
cational meetings —  thirty-six  in  churches  an<l  i 
teen  in  school-houses  —  hud  been  held  within  the 
year. 

In  the  fall  of  1878,  about  the  time  I  was  ready  to 
begin  visiting  schools,  I  received  im  morons  notes 
from  citizens  residing  in  sundry  parts  of  the  county, 
stating  that  the  patrons  of  each  school  wi.-hrd  to  !.. 
present  at  the  time  of  my  regular  vi>ii .  and  that  tln-y 
would  be  pleased  if  I  could  notify  tin*  p.m  nt«  as  \\< -II 
as  the  teacher  of  the  time  when  I  \\ould  vi-it  »-a.-h 
school.  They  wished  to  be  present  to  see  for  thru i- 
selves  the  work  of  their  school,  and  to  aid  in  ool 
ing  facts  for  the  8iii>erintcndent'8  evening  report. 
In  order  to  gratify  these  requests  with  the  least  ix>ssi- 
blo  labor  on  my  part,  I  concluded  to  notify  the  pa- 
trons of  each  school  through  the  teacher.  I  gave 
each  teacher  timely  notice  of  my  coming,  by  a 
printed  postal  card  which  required  but  little  labor  to 
fill  the  blanks.  I  Here  present  a  card  notice  of  super- 
intendent's visit :  — 

0 

Omen  or  Sort  or  Fan  SCHOOL*  or  HOXOXQAUA  COCJTTT, 
MOBOANTOWX,  W.  VA. 

'COUNTY  SUPERINTENDENTS  WORK. 

I  expect  to  visit  the  school  at 

school- house,  on the  day  of 

at  about o'clock, M.V 

to  remain  until M. 


TRIALS  AND   TRIUMPHS.  79 

Please  have  a  full  attendance  of  pupils,  and  try  to  have  the 
trustees  and  patrons  of  your  school  present. 

Please  make  a  list  of  names  of  pupils  entitled  to  attend,  but 
not  in  attendance,  and  state,  so  far  as  you  can,  the  cause  of  the 
non-attendance  of  each.  State  also  the  daily  average  attend- 
ance, and  the  daily  per  cent  of  attendance. 

Will  you  please  organize  the  graduating  classes  for  at  least 
four  years,  if  they  are  not  already  organized? 

I  will  hold  an  Educational  Meeting  at at 

night. 

Please  allow  me  to  depend  upon  you  and 

to  announce  it  and  to  make  necessary  arrangements  for  the  meet, 
ing     Let  us  have  the  best  music  your  community  can  produce. 

A    L.    WADE, 
County  Superintendent. 

I  generally  found,  upon  reaching  each  school,  a 
house  well  filled,  embracing  not  only  pupils,  but 
patrons ;  not  only  fathers  but  mothers,  each  parent 
anxious  to  see  how  the  work  of  his  child  would  com- 
pare with  the  work  of  other  children  of  like  age  and 
opportunities.  I  found,  almost  without  exception, 
that  parents  who  were  present  were  ready  either  to 
give  a  reason  for  the  absence  of  children  who  were 
not  in  attendance,  or  they  were  willing  to  aid  the 
teacher  in  his  efforts  to  bring  in  these  delinquents* 
Almost  every  school-room  was  made  home-like  by 
the  presence  of  beautiful  pictures  and  pure  mottoes, 
and  by  the  sweet  strains  of  music.  Most  of  the 
teachers  regarded  themselves,  in  a  degree,  responsi- 
ble for  the  health  and  happiness  of  their  pupils,  and 
were  conforming  to  the  laws  of  life,  by  giving  close 
attention  to  warming  and  ventilating  their  school- 
rooms. Before  dismissing  for  the  noon  exercises,  in 


80      GRADUATING  SYSTEM   FOB  COUNTRY   SCHOOLS. 

many  schools,  dinner  was  eaten  with  onler  :m«l  deco- 
nim,  as  in  a  well-regulated  family.     Tin-  i< 
of  our  best  teachers  proved  that  the  time  which  was 
given  to  culture  greatly  increased  the  pupil's  p<  • 
to  learn,  and  made   him  more  thorough  in  all   the 
branches  which  ho  studied. 

The  third  annual  meetings  of  the  alumni,  which 
were  held  during  tho  winter,  were  to  the  first  and 
second  annual  meet  ings,  what  tho  sn;  ijree 

in  English  grammar  is  to  tho  positive  and  compara- 
tive degrees. 

The  time  for  holding  our  fourth  annual  examina- 
tions of  graduating  classes  was  now  near  at    hand. 
In  accordance  with  my  purpo^s,  announced  tin- 
ceding  winter,  this  year  would  end  my  official  \ 
in  the  schools  of  Monongalia  County,  and   1 
to  see  the  graduating  system  thoroughly  t.--i.  -I  un-l.-r 
circumstances  which  would  surround  it  in  a  county 
where  there  was  neither  a  college  nor  a  un 

After  consulting  President  Thompson,  I  sccnn  <1 
speakers,  for  our  comment -ement  exercises,  entirely 
outside  of  tho  university,  most  of  them  from  a  <  la-- 
that   may  be  found  in  any  count}',  —  tho  Chi; 
ministry;    and  tho   result  proved   that   under  i 
speakers    the    public     interest    was    undimini 
Kiirht v-two   pupils  graduated   in   tho    year    ending 
Aug.  31,  1879,  making  in  all,  since  th-  :n  of 

irrad nation  was  introduced  in  187(5,  four  hundred  and 
Mty-ono  pupils  who  have  graduated  in  the  com- 
mon-school branches  in  this  county. 


TRIALS   AND  TRIUMPHS.  81 

As  an  indication  of  the  culture  and  intelligence  of 
the  teachers  of  this  county,  I  may  be  permitted  to 
refer  to  the  fact,  that  my  last  annual  report  shows 
that  of  ninety-two  teachers  employed,  eighty-three 
were  subscribers  to  some  educational  journal.  The 
editor  of  the  "National  Journal  of  Education,"  Bos- 
ton, in  referring  to  this  fact  says,  "  We  fear  that  no 
county  in  New  England  could  make  so  good  a  show- 
ing." This  in  itself  is  proof  that  the  graduating  sys- 
tem is  a  success  in  the  training  of  teachers. 

As  a  proof  that  the  people  were  not  weary,  after 
four  years'  trial,  of  the  work  of  the  graduating  sys- 
tem, I  may  refer  to  the  fact,  that  my  last  annual 
report  shows  that  we  held  during  the  year  fifty-three 
evening  educational  mass  meetings,  —  thirty-seven  of 
them  in  churches,  and  sixteen  in  school-houses. 

In  presenting  the  "trials  and  triumphs  of  the 
graduating  system,"  I  have  intentionally  confined 
myself  to  the  county  which  gave  birth  to  the  system. 
In  my  next  lecture,  I  propose  to  speak  of  the  success 
of  this  system  in  several  counties,  and  in  different 
States. 

In  conclusion,  I  can  present  no  better  proof  of  the 
triumphs  of  this  system,  than  the  following  extract 
from  an  editorial  written  by  Rev.  J.  R.  Thompson, 
president  of  West  Virginia  University,  and  editor 
of  "West  Virginia  (Weekly)  Journal  of  Education." 
In  the  issue  of  Dec.  4,  1878,  of  that  journal,  in 
speaking  of  the  graduating  system,  the  editor 
says :  — 


82      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

"It  has  indeed  produced  in  Monongalia  Com 
and  is  destined  to  produce  all  over  the  State*  of  V. 
Virginia,  an  educational  revival.  It  is  safi 
that  no  subject  so  interests  the  people  of  Monomial  ia 
County  to-day  as  the  education  of  their  sons  and 
daughters.  They  talk  about  that  more  than  any- 
thing else.  No  subject  presents  such  charms  as  tint 
of  education,  and  larger  crowds  can  be  irath.  i.  1  t,> 
witness  the  annual  examinations  in  the  several  dis- 
tricts than  can  bo  called  together  by  the  most  elo- 
quent preacher  or  the  most  popular  political  orators. 
The  writer  of  this  article  has  accompanied  Superin- 
tendent Wade  twice  through  the  county  on  the 
occasion  of  these  examinations,  and  ho  has  marvelled 
again  and  again  at  tbo  deep  and  abiding  interest  of 
the  people  in  the  school  work.  They  come  early  to 
tho  house  in  which  tho  examination  is  being  h<  1<1, 
they  como  in  all  kinds  of  disagreeable  weather,  they 
come  from  three,  four,  or  five,  and  sometimes  ten 
miles.  Their  interest  never  flags  through  tho  entire 
day ;  they  remain  until  eleven  and  sometimes  twelve 
o'clock  at  night,  and  they  go  away  as  from  half- fin- 
ished feasts,  with  appetites  keen  as  ever  for  mind- 
food,  affectionately  and  enthusiastically  devoted  to 
the  schools  of  the  people. 

"  \Ye  are  among  those  who  believe  that  it  is  possi- 
ble for  this  State  to  have  a  prosperous,  honorable, 
influential  future,  but  we  are  quite  confident  of  the 
truth  of  the  statement  that  this  future  is  pos>iMe 
only  by  the  general  education  of  tho  people ;  and 


TRIALS   AND   TRIUMPHS.  83 

we  are  sure  that  no  better  plan  has  thus  far  been 
devised  to  secure  this  very  desirable  end  than  the 
introduction  into  the  public  schools,  by  efficient 
county  superintendents,  of  this  system  of  gradua- 
tion. Let  it  be  tried." 


LECTURE  VI. 

GROWTH    OF    THE    GRADUATING    SYSTEM,    AND    OFFI- 
CIAL TESTIMONY  OF    THOSE   WHO    HAVE   TRIED   IT. 

THE  graduating  system  for  country  schools  is  si  ill 
in  its  infancy;  its  work  has  been  tested  in  hut  lew 
counties;  and  official  reports  of  its  operations 
not  numerous.  I  shall  therefore,  in  thi< 
present  all  the  official  testimony  whi<  ii  I  have 
able  to  collect  upon  this  subject.  Thi-  testimony  is 
taken  from  the  published  reports  of  the  L-«  :i<  i  il 
superintendents  of  public  instruction  of  three  seven  1 
States,  into  which  the  system  bus  been  introdu 
viz.,  West  Virginia,  Pennsylvania,  and  New  Jersey. 
I  am  aware  that  it  has  very  recently  been  intro- 
duced into  sundry  counties  of  several  States  where 
no  official  reports  have  since  been  published.  I 
learn  from  reliable  sources  that  its  work  in  these 
counties  is  quite  satisfactory,  but  I  propose  at  pres- 
ent to  confine  myself  to  such  counties  as  have  pub- 
lished official  reports  of  its  operations. 

It  is  more  than  likely  that  I  have  overlooked  some 
reports  which  have  been  published;  but  this,  if  true. 
will  in  no  way  weaken  the  testimony  which  I  hav, 
collected.     Some  of  these  official  reports  were  ma.le 


GROWTH   OF   THE    SYSTEM.  85 

by  men  who,  although  working  on  a  kindred  system, 
knew  nothing  of  each  other.  It  will  be  found  that 
these  official  reports,  coming  from  officers  separated 
from  each  other,  run  in  the  same  channel ;  which 
fact  of  itself  would  give  weight  to  their  testimony, 
before  either  judge  or  jury,  in  any  court  of  justice. 
But  before  introducing  any  testimony,  I  desire  to 
say  something  of  the  causes  which  led  to  the  intro- 
duction of  this  system  into  several  counties  of  West 
Virginia. 

The  great  educational  revival  produced  by  the 
introduction  of  the  graduating  system  into  the 
primary  free  schools  of  Monougalia  County,  West 
Virginia,  was  not  long  confined  to  that  county.  The 
success  which  attended  the  system  was,  from  time 
to  time,  noticed  by  the  local  papers  of  the  several 
counties  and  by  the  leading  journals  of  the  State. 
The  propriety  of  its  universal  adoption  in  the  free 
schools  of  West  Virginia  was  freely  and  fully  dis- 
cussed by  the  public  press  and  by  the  leading  educa- 
tors of  the  State.  As  an  indication  of  the  unanimity 
of  sentiment  upon  this  subject,  I  present  an  official 
copy  of  the 

ACTION     OF    THE     STATE    TEACHERS*    ASSOCIATION    OF 
WEST  VIRGINIA. 

At  the  State  Teachers'  Association  held  at  Mar- 
tinsburg,  W.  Va.,  August  28,  29,  and  30,  1877,  a  res- 
olution was  presented  by  Professor  E.  Bonar,  of  the 
Moundsville  Graded  School,  and  amended  by  Profes- 


86      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

sor  J.  McMurran,  of  the  Shepherdstown  Normal 
School,  which  amendment  was  adopted  by  the  Asso- 
ciation, and  reads  as  follows  :  — 

"Resolved,  That  the  system  introduced  into  the  free 
schools  of  Monongalia  County  by  Superintendent  A.  L. 
Wade,  providing  for  grading  schools,  holding  district  exami- 
nations, and  granting  diplomas  to  pupils  who  complet. 
free-school  branches,  be  recommended  to  county  superintend- 
ents  throughout  West  Virginia  for  their  adoption. 

"Attest:  T.  MARCELLUS  MARSHALL, 

'.'  Sec.  State  Teaclurs' 


Some  time  after  the  adoption  of  the  above  resolu- 
tion, lion.  W.  K.  Pcndlcton,  State  Supcrinti'ndfnt 
of  Schools,  wrote  mo  from  Wheeling,  \\Vst  Virginia, 
under  date  of  June  8,  1878,  as  follows  :  — 

"The  next  meeting  of  the  State  'I  •/  Asso- 

ciation will  bo  held  at  Parkersburg,  Aug.  27  to  29. 
Would  like  you  to  prepare  a  paper  setting  forth,  in 
practical  detail,  the  methods  of  grading  common 
schools.  This  matter  is  attracting  interest  in  many 
parts  of  the  State,  and  many  counties  arc  in  condition 
to  introduce  the  system." 

While  this  subject  was  attracting  attention  through- 
out the  State,  a  few  of  the  foremost  counties  had  al- 
ready adopted  the  system  and  were  now  test  in 
merits.     The  first  county  that  fell  into  lino  in  W«-t 
Virginia,  under  this  system,  was  Marshall,  ntn 
on  the  Ohio  River. 

At  a  county  institute"  which  I  conducted  at 
Moundsvillc,  Marshall  County,  West  Virginia,  dur- 


GROWTH   OF   THE   SYSTEM.  87 

ing  the   holidays  in  1876,  the   graduating  system, 
after  being  freely  discussed,  was  unanimously  adopted. 

The  system  was  at  once  put  into  operation  by  Mr. 
W.  M.  .Wirt,  county  superintendent,  who  wrote  me 
under  date  of  Feb.  19,  1877,  "  We  are  having  a  revi- 
val of  education  in  our  county.  We  have  been  hold- 
ing educational  meetings  for  some  time,  and  the  peo- 
ple are  very  much  interested  in  education.  Please 
send  me  a  blank  diploma,  as  we  want  to  get  some 
printed." 

In  his  annual  report  to  the  State  Superintendent, 
for  the  year  ending  Aug.  31,  1877,  Superintendent 
Wirt  says :  — 

"  With  the  help  of  the  teachers,  I  introduced 
Superintendent  Wade's  plan  of  holding  district  exam- 
inations and  granting  diplomas  to  those  who  could 
pass  a  creditable  examination  in  the  current  com- 
mon-school branches.  This,  I  think,  had  a  good 
effect,  as  many  pupils  studied  with  an  object,  and 
endeavored  to  acquire  a  more  practical  knowledge  of 
what  they  were  studying  than  before.  Diplomas 
were  granted  to  two  pupils  in  Liberty,  to  two  in 
Union,  and  to  three  in  Clay  Districts,  and  to  seven- 
teen in  the  Independent  District  of  Mounds ville, 
while  more  than  one  hundred  entered  the  graduating 
class  of  the  present  year.  I  think  the  system  a  good 
one,  and  would  recommend  it  to  the  superintendents 
and  teachers  of  other  counties,  as  it  has  worked  well 
so  far  as  tried  in  this  county. 

"Our  schools  have  made  decided  improvements; 


88      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

have  had  better  teachers  and  have  taken  deeper  root 
in  the  hearts  of  the  people  than  ever  before." 

In  his  annual  report  for  the  year  ending  An_r.  •">! . 
1878,    having   tested   the  system   anoth  .   li. 

says :  — 

"  Our  schools  have  been  more  efficient  durii: 
past  year  than  during  the  preceding  one,  and  murh 
more  so,  in  my  judgment,  than  in    any   \.;n    * 
their  introduction  in  our  county. 

"I  attribute  the  great  success  of  our  school-  to 
two  principal  causes  :  first,  1>«  i i,-r  toacton;  second, 
the  'graduating  system.'  But  to  the  'graduating 
system,*  more  than  to  any  other  <an~«  d«> 
tho  revival  of  our  educational  interests.  The  in- 
troduction of  this  system  has  met  tin-  In-arty  min-ur- 
rence  of  the  great  majority  of  the  people,  and  where 
I  have  had  the  co-operation  of  tin'  teachers  in  its  in- 
troduction, it  has  been  a  success:  but  it  has,  like  all 
new  things,  having  for  its  object  the  advancement  of 
society,  met  with  some  opposition. 

"In  the  spring  months  1  held  examinations  in  the 
different  districts,  which  were  very  interesting  occa- 
sions, as  the  graduates  delivered  speeches  in  the 
evenings.  In  a  few  instances  their  commencement 
cxerci>es  would  compare  favorably  with  similar  • 
cises  iii  colleges  and  seminaries.  There  were  seventy- 
six  graduates  during  tho  year,  most  of  whom  showed 
a  thorough  knowledge  of  the  common-school  curricu- 
lum. There  will  be  more  than  one  hundred  grad- 
uates in  the  incoming  year.  I  will  simph 


GEOWTH   OF   THE   SYSTEM.  89 

superintendents  of  other  counties,  Try  it  with  a  deter- 
mination to  make  it  a  success,  and  you  will  soon  be 
convinced  of  its  adaptability  to  the  work  to  be 
done." 

Mr.  T.  N.  Parks,  county  superintendent  of  Tyler 
County,  West  Virginia,  in  his  annual  report  to  the 
State  Superintendent  for  the  year  ending  Aug.  31, 
1873,  says:  — 

"  Much  of  this  increased  attendance,  with  the  supe- 
rior work  done  in  the  schools  last  winter,  we  attribute 
to  tho  teachers'  institutes  that  were  held  in  the  county  ; 
especially  the  one  held  in  Middlebournc  in  Novem- 
ber, 1877,  conducted  by  the  county  superintendent 
and  Mr.  Wade,  county  superintendent  of  Monon- 
galia  County,  assisted  by  President  Thompson,  of  the 
State  University,  and  Mr.  G.  W.  Atkinson,  editor 
of  the  Wheeling  ''  Standard."  Many  questions  of 
vital  importance  to  the  public  schools  were  discussed 
in  the  institute,  prominent  among  which  was  the 
graduating  system,  as  originated  and  introduced  by 
Mr.  Wade  into  the  free  schools  of  Monongalia 
County,  and  as  adopted  and  practised  in  other  coun- 
ties of  the  State.  The  teachers  of  the  county  voted 
unanimously  to  adopt  it  in  Tyler  County. 

"In  carrying  out  the  graduating  system,  and  in 
order  to  test  the  thoroughness  of  those  who  wished 
to  graduate  in  the  free-school  course,  we  held  dis- 
trict examinations  about  the  time  the  schools  were 
closing  in  the  spring.  As  the  classes  in  some  dis- 
tricts were  small  from  want  of  material,  we  thought 


90      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

best  to  combine  as  far  as  convenient.     Four  exami- 
nations were  held  in  the  county  :  one  at  Zion  school- 
house   in  Union   District;    one   at    Sifltersville,    iu 
Lincoln  District;  one  in  Middlebourne,  for  KN\\ 
and  Meade  Districts  ;  and  one  in  Centiwille,  for  ( !cn- 
treville   and   McElroy   Districts.     At  these   several 
examinations  persons  were  examined    in   the   seven 
branches   directed  to  be  taught  in  the  free  scl: 
of  the  State,  viz.,  orthography,  reading,  penmanship, 
arithmetic,  English   grammar,  geography,   and 
tory ;  and  many  of  them  in  several  higher  brain 
such  as  physical  geography,  algebra,  etc.     All  but 
five  who  entered  the  graduating  da-**  for  1878  n 
examined,  unless  prevented  by  sickness.     Nearly  all 
who  were  not  examined  requested  to   be  continued 
another  year.      Several    who   were    examined    will 
teach  the   coming  winter,  and  all   arc   among  the 
most  promising  young  men  and  women  of  the  county. 
The  number  in  the  graduating  cla>>  fur  1^71)  will   I  e 
more  than  double  the  number  in  the  class  for  1878. 
The  real  usefulness  and  benefits  of  such  a  system  will 
be  known  only  as  its  effects  are  seen  in  the  future. 

w  To  each  one  who  sustained  or  passed  a  good  and 
creditable  examination,  we  granted  a  diploma  neat'y 
printed  in  colors  on  fine  paper,  and  signed  by  the 
county  superintendent,  the  president  of  the  Board  of 
Education,  and  the  teacher  of  the  school  to  which  the 
pupil  belonged.  It  was  deemed  best  not  to  grade 
these  diplomas  as  in  other  count  ice,  but  fix  a  standard 
to  which  all  should  attain  or  not  pass,  which  standard 


GROWTH  OF  THE  SYSTEM.  91 

was  fixed  at  seventy-five  per  cent  of  all  the  questions 
asked ;  also  to  give  pupils  the  chance  to  pass  on  higher 
branches,  and  have  them  inserted  on  the  face  of  their 
diplomas,  which  was  thought  to  be  a  greater  encour- 
agement to  scholarship  than  grading  diplomas." 

In  his  annual  report  for  the  year  ending  Aug.  31, 
1879,  having  tried  the  plan  another  year,  he  says  :  — 

"The  graduating  system  as  applied  to  public 
schools  has  done  much  to  improve  their  general  char- 
acter in  this  county.  At  the  graduating  exercises 
held  at  the  close  of  the  schools  this  year,  fifty-seven 
presented  themselves  for  examination  and  graduation 
in  the  full  free-school  course  of  study.  It  is  :i 
source  of  regret  to  all  lovers  of  our  schools,  that  the 
law  is  so  amended  that  the  county  superintendent 
hereafter  cannot  visit  the  schools,  and  thus  assist  in 
this  work.  It  will  be  very  hard  to  carry  out  this 
system  under  the  present  law." 

Mr.  J.  M.  Satterfield,  county  superintendent  of 
Marion  County,  West  Virginia,  wrote  me  under  date 
of  Dec.  31,  1877:  — 

"  Allow  me  to  congratulate  you  upon  the  great 
success  with  which  your  graduating  system  is  meet- 
ing. The  -system  has  certainly  worked  wonders  in 
the  short  time  during  which  it  has  been  in  operation. 
One  by  one  the  counties  are  introducing  and  trying  it. 
Marion  County  is  laying  the  plan  to  this  end.  Quite 
a  number  of  graduating  classes  have  been  formed, 
some  to  complete  the  course  this  year.  So  far  as  I 
have  acted  in  this  direction,  the  greatest  encourage- 


92      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

mcnt  has  attended  me,  and  I  am  led  to  believe  that 
the  system  has  something  grand  in  way  of  rcsul; 
our  county." 

In  his  annual  report  to  the  State  Superintendent 
for  tho  year  ending  Aug.  31,  1878,  he  sa 

"This  report,  compared  with  last  year's,  indi- 
cates a  gain  or  improvement  in  many  important  par- 
ticulars, while  I  believe  there  is  no  marked  fall- 
ing off  in  any  direction  to  be  taken  as  unfavoniMe 
or  detrimental ;  and  while  the  language  of  figmvs 
speaks  for  us  an  advancement  in  the  eauso  of  edu< -:i- 
tion,  our  progress,  I  think  I  am  safe  in  sayiug,  is 
readable  more  in  the  spirit  that  is  seen  to  pervade 
the  different  departments  of  the  work. 

"Another  great  auxiliary  in  tho  work  with  us,  as 
it  is  recognized  by  almost  every  one,  is  our  system  of 
gradation  and  examination  for  scholars,  introduced 
during  the  year.  Though  tho  extra  labor  domain  led 
of  me  to  introduce  this  feature,  ami  ram  on  its  oper- 
ations during  the  term,  was  very  considerable,  I 
on  viewing  the  results,  well  satisfied  with  the  project, 
and  know  that  my  labor  has  not  been  in  vain.  A-  1 
forwarded  you  a  copy  of  our  catalogue,  reporting 
this  work  in  full  for  the  year,  I  will  not  o 
space  in  detailing  tho  particulars  Aere,  and  will 
remark  no  further  concerning  it,  save  to  express  tho 
earnest  desire  that  all  our  county  superintendent 
may  introduce  and  give  this  system  a  trial." 

In  his  annual  report  to  tho  State  Superintendent 
for  the  year  ending  Aug.  31,  1879,  having  tried  the 
system,  two  successive  years,  ho  says :  — 


GROWTH   OF   THE    SYSTEM.  93 

"The  graduating  system  introduced  by  me  the 
previous  year  was  kept  in  operation  through  the 
term.  Ninety- seven  pupils  passed  the  examination 
and  received  certificates.  One  hundred  and  twenty- 
eight  passed  the  year  before  ;  so  that  in  all  two  hun- 
dred and  twenty-five  of  our  scholars  have  graduated, 
so  to  speak,  since  the  plan  was  introduced. 

"  Classes  have  been  formed  for  future  years,  and 
my  successor  informs  me  that  he  will  continue  the 
work." 

Mr.  G.  W.  Lowther,  county  superintendent  of 
Eitchie  County,  West  Virginia,  in  his  annual  report 
to  the  State  Superintendent  for  the  year  ending  Aug. 
31,  1879,  says:  — 

"  The  teachers  of  our  county  assembled  in  institute 
adopted  the  graduating  system,  as  explained  by  Mr. 
Wade.  It  had  a  marked  efiect  upon  the  schools." 

Hon.  W.  K.  Pendleton,  State  Superintendent  of 
Free  Schools  of  West  Virginia,  after  watching  care- 
fully the  work  of  the  graduating  system  for  two  suc- 
cessive years,  in  his  biennial  report  to  the  governor 
for  the  two  years  ending  Aug.  31,  1878,  recom- 
mends its  universal  adoption  by  law.  In  his  report, 
above  named,  under  the  head  of  w  GRADED  PRIMARY 
INSTRUCTION,"  he  says  :  — 

"  All  education  should  be  conducted  with  method  ; 
a  rational  progress  towards  a  definite  end  is  the 
secret  of  success  in  every  undertaking.  But  in  our 
primary  schools,  while  we  have  a  prescribed  set  of 
subjects  and  text-books,  there  is  no  prescribed 


94      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

order  in  which  the  subjects  shall  bo  studied,  n  >r 
arrangement  of  the  pupils  in  classes,  nor  designa- 
tion  of  the  time  to  be  given  to  them  respectively. 
There  ought  to  be  a  beginning,  a  ivirular  order  of 
progress,  and  end,  to  the  primary  course  of  in-: 
tion.  This  has  been  felt  by  some  of  our  best  county 
superintendents;  and  Superintendent  Wade,  of  Mo- 
nongalia  County,  has  succeeded  in  introdiu  •in.ir  ;i 
method,  in  the  schools  of  his  county,  that  has 
worked  with  admirable  success-.  \\\ii  so  long  as  it  is 
left  to  each  teacher  to  do  as  he  lists,  with  respert  to 
the  organization  and  conduct  of  school  work,  we  cm 
have  but  little  system  or  uniformity  in  it.  I  siu 
that  authority  bo  given  to  prescribe  a  regular  ooarea 
of  primary  instruction,  to  be  generally  followed  in 
the  schools,  with  provision  lor  the  examination  an.l 
graduation  of  all  pupils  who  satisfactorily  complete  it.*' 
The  following  letter,  which  I  received  soon  after 
the  adjournment  of  the  Legislature,  shows  the  action 
of  that  body  in  this  matter,  and  presents  inoro  fully 
the  superintendents'  proposed  plan  for  carrying  out 
the  graduating  system.  The  letter  contains  SUIT 
tions  which  should  bo  carefully  considered  by  those 
who  think  of  testing  this  system. 


OF   FUEK   SCHOOLS    8TATB   OF    WEST   VlBOlMA, 

WHEELING,  W.  VA.,  April  24,  1870. 

MK.  A.  L.  WADE, 

County  Superintendent. 

Dear  Sir,  —  I  was  greatly  disappointed  at  the  action  of  tin- 
Legislature  on  the  subject  of  grading  our  common  schools.  I 
prepared  the  following  bill  on  the  subject  :  — 


GROWTH  OF  TIIE   SYSTEM.  95 

"  The  State  Superintendent  shall  prescribe  a  regular 
course  of  primary  instruction  to  be  followed  in  the  schools 
throughout  the  State,  arranging  the  order  in  which  the  sev- 
eral subjects  shall  be  taken  up  and  studied,  and  the  time  to  bo 
devoted  to  them  respectively,  with  provision  for  advancement 
from  class  to  class  ;  also  for  the  examination  and  graduation 
of  all  pupils  who  satisfactorily  complete  the  prescribed  course. 

"  He  shall  in  like  manner  prescribe  courses  of  study  to  be 
adopted  and  followed  in  graded  and  high  schools." 

This  bill  was  adopted  by  the  Senate,  but  was  stricken  out 
in  the  House.  Had  the  Legislature  adopted  this  bill,  my  plan 
was  to  call  a  meeting  of  the  best  educators  in  our  State  and 
agree  upon  a  course  with  such  flexibility  as  to  make  it  adjust- 
able to  special  cases,  and  then  attempt,  as  far  as  practicable, 
through  the  institutes,  to  so  explain  and  introduce  it  to  the 
teachers  as  that  in  a  short  time  all  could  work  by  it,  and  it 
could  be  made  generally  efficient. 

I  had  cherished  this  amendment  to  our  school  management 
with  especial  interest,  because  I  believe  it  would  have  done 
more  to  give  efficiency  and  fruitfulness  to  our  system  than 
any  other  one  thing  that  we  could  devise. 

But  our  Legislature  thought  otherwise,  or  perhaps  did  not 
think  about  it  at  all,  and  so  we  must  wait  another  two  years. 
You  will  readily  see,  however,  that  the  plan  cannot  be  made 
to  work  satisfactorily  without  restoring  the  visiting  feature 
of  county  superintendency  (repealed  by  the  Legislature) ,  and 
at  the  same  time  securing,  in  many  counties,  superintendents 
of  higher  grade  of  qualification.  There  has,  I  think,  been  a 
marked  improvement  in  our  county  superintendents  during 
the  last  few  years;  and  I  believe  it  is  entirely  practicable, 
with  the  former  salary,  to  raise  up  in  due  time  —  through  the 
force  of  public  sentiment,  the  quality  of  work  demanded  by 
the  central  management,  and  the  advantages  of  experience  — 
men  as  county  superintendents,  who  would  prove  to  be  a 
most  efficient  and  satisfactory  arm  of  the  school  system. 
Respectfully  j^ours, 

W.  K  PENDLETON. 


9(5       GRADUATING   SYSTEM   FOR    COUNTRY    SCHOOLS. 

I  desire  now  to  call  your  attention  to  some  offi- 
cial testimony  which  I  find  published  in  connection 
with  the  report  of  the  State  Superintendent  of  Public 
Instruction  of  Pennsylvania. 

Mr.  A.  F.  Silvius,  county  superintendent  of 
Greene  County,  Pennsylvania,  in  his  report  for  the 
year  1878,  says  :  — 

"The  subject  of  making  a  classification  of  the 
schools,  and  of  introducing  a  system  of  gradation 
and  promotion,  was  submitted  to  a  committee  of 
teachers  at  the  county  institute,  and  the  following  u 
the  report :  — 

"  Resolved,  1.  That  we  believe  that  t h<»  best  inter- 
ests of  education  deiivmd  a  thorough  clarification  of 
all  the  schools  of  the  county;  and  to  this  end  we 
favor  the  adoption  of  :i  graded  course  of  studio  that 
shall  provide  for  instruction  in  proper  order  in  all 
the  common-school  branches,  and  that  wo  will  EU4 
our  influence  and  cllorN  i  >  secure  such  a  course  of 
studies  and  classification  of  all  tho  schools  of  this 
county  at  the  earliest  practicable  day. 

"2.  That  the  county  superintendent,  with  the  aid 
and  co-operation  of  the  school  directors  and  teacher-. 
hold  examinations  in  each  township,  for  the  purpose 
of  giving  those  pupils  found  worthy  of  the  same  a 
certificate  signed  by  the  county  superintendent,  the 
board  of  directors,  and  the  teachers  constituting  the 
examining  committee,  stating  that  the  holder  is  a 
person  of  good  moral  character,  and  has  completed 
the  common-school  course  of  study. 


GROWTH   OP   THE   SYSTEM.  97 


"ARGUMENTS  IN  FAVOR  OF  THE  SYSTEM. 

wl.  It  will  enable  our  teachers  to  accomplish 
much  more  than  they  can  by  the  present  arrange- 
ment, by  which  the  studies  pursued  are  determined 
largely  by  the  judgment  of  the  parents  or  the  pupils. 

"2.  It  will  enable  pupils  to  accomplish  much 
more  than  by  the  irregular,  ill-proportioned  course 
pursued  at  present. 

"3.  It  will  secure  more  interest  and  closer 
inspection  on  the  part  of  directors  and  parents. 

"  4.     It  will  be  an  incentive  to  pupils. 

"5.     It  will  secure  more  regular  attendance. 

"6.     It  will  give  an  impulse  to  education. 

"7.     It  will  save  money  in  buying  books. 

"8.  It  will  direct  the  efforts  of  the  county  super- 
intendent, so  that  he  can  accomplish  more  good  than 
by  the  present  mode  of  visitation." 

"  In  accordance  with  this  report,"  says  the  super- 
intendent, "  I  suggested  a  course  of  study,  and  near 
the  close  of  schools,  held  examinations  at  Garard's 
Fort,  Taylortown,  Mt.  Morris,  Newtown,  Rogersville, 
Bridgeport,  Carniichael's,  Kinsley  school-house,  and 
Jol  ley  town,  at  which  eighty-three  pupils  passed  sat- 
isfactory examinations,  and  were  granted  diplomas. 
Literary  exercises  were  connected  with  the  examina- 
tions, and  the  meetings  gave  universal  satisfaction. 
I  know  of  no  better  means  to  arouse  emulation 
among  pupils,  schools,  and  districts,  and  to  give 

7 


98      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

an  impulse  to  education,  than  perfecting  the  system 
now  introduced." 

I  wish  now  to  present  the  official  testimony  of  sev- 
eral county  superintendents,  which  I  find  published 
in  connection  with  the  annual  reports  of  the  State 
Superintendent  of  Public  Instruction  of  New  Jersey. 
Several  points  worthy  of  the  consideration  of  all  who 
are  interested  in  the  graduating  system,  appear  in 
this  testimony.  I  desire  to  call  special  attention  to 
the  extended  course  of  study  for  country  schools, 
and  to  the  several  plans  for  examining  graduating 
classes  and  holding  commencement  a  .  None 

of  them,  it  seems,  publish  catalogues. 

Mr.  F.  R.  Brace,  county  superintendent  of  Cain- 
den  County,  New  Jersey,  in  his  annual  report  for  the 
year  ending  Aug.  31,  1877,  says:  — 

"It  is  gratifying  to  be  able  to  report  that  the  past 
year  has  been  one  of  progress.  The  course  of  stu-ly 
marked  out  in  my  last  report  was  completed  in  nine 
of  our  schools,  and  nearly  reached  by  several  others. 
Questions  in  the  various  branches  for  examination 
were  prepared  and  sent  to  the  different  schools ;  the 
examination  was  conducted  on  the  same  day  in 
school,  and  the  papers  brought  to  me  in  Camden 
on  Saturday  of  the  same  week.  All  the  pa; 
were  examined  and  marked  by  myself.  Twenty-four 
pupils  obtained  the  necessary  average.  On  June  22, 
in  presence  of  the  State  Superintendent,  the  county 
superintendents  of  Burlington  and  Gloucester  Coun- 
ties, the  city  superintendent  of  Atlantic  City,  teach- 


GROWTH   OF   THE    SYSTEM.  99 

crs  and  other  friends  of  education,  diplomas  were 
given  to  the  successful  pupils. 

"  In  conference  with  trustees  and  teachers,  it  has 
been  thought  best  to  extend  the  course  of  study  so 
as  to  give  a  knowledge  of  the  principles  of  mechanics, 
chemistry,  and  industrial  drawing.  This,  we  think, 
will  give  a  more  even  development  to  all  of  our  pupils, 
and  enable  them  to  enter,  with  greater  facility,  into 
any  department  of  work.  I  am  satisfied  that  our 
public  scllbols  can  accomplish  much  more  than  has 
been  attempted  in  past  years,  and  all  that  can  be  ac- 
complished we  are  in  duty  bound  to  undertake. 
Nearly  all  our  teachers  are  in  heartiest  sympathy  with 
this  upward  and  onward  movement,  and  I  think  I  can 
say  nearly  every  Board  of  Trustees  is  also.  All  that 
is  needed  is  to  have  the  course  of  study,  the  best 
plans,  the  best  methods  pointed  out,  and  with  intelli- 
gent work  and  intelligent  supervision  the  result  can 
be  reached. 

"  It  would  be  well  for  every  teacher  to  know  how 
much  can  be  reasonably  expected  of  him  in  his 
year's  work.  A  regular  course  of  study  should  be 
marked  out,  and  every  teacher  expected  to  carry  it 
out.  There  is  no  reason  why  the  same  results  at- 
tained in  the  districts  mentioned  above  should  not  be 
attained  in  every  district  in  the  county.  There  is 
not  a  difficulty  in  those  remaining  districts  that  does 
not  exist  in  others.  Many  are  rapidly  approaching 
the  standard.  A  few  have  only  primary  schools. 
Taking  into  account  all  hindrances  and  difficulties 


100      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

that  arise  from  the  ignorance  and  prejudices  of  trus- 
tees or  parents  in  these  few  districts,  I  am  con- 
strained to  believe  that  the  condition  of  the-,.-  -  liools 
is  owing  to  the  incompetence  of  the  teachers.  The 
work  of  the  county  can  be  systematized,  and  a^ 
much  accomplished  as  in  the  large  towns  and  cities  " 

In  his  annual  report  for  1878,  he  says :  — 

"The  past  year  has  been  one  of  fair  progn •«. 
The  regular  course  of  study  marked  out  for  the 
schools  has  been  steadily  pursued.  The  number 
passing  the  final  examination  wa*  less  than  the  pre- 
vious year.  The  questions  sent  to  the  schooN  wen 
more  difficult.  The  branches  in  whirh  the  pupils 
were  examined  were  reading,  spell imr,  writing,  geog- 
raphy, practical  arithmetic,  English  grammar,  hi>torv 
of  the  United  States,  Constitution  of  the  United 
States,  book-keeping,  algebra,  drawing,  phv-i 
and  natural  philosophy.  In  the  circular  prepared 
for  the  guidance  of  teachers  and  pupils,  at  the  exami- 
nation, it  was  stated  that  the  pupils  who  should  p:i-s 
in  the  first  six  branches  would  be  deemed  merito- 
rious ;  in  the  first  nine,  honorable ;  and  those  who 
should  pass  in  all  would  receive  a  diplom 

In  his  annual  report  for  the  year  1879,  having 
tested  the  system  three  successive  years,  lie  >nvs  :  — 

rt  The  regular  course  of  study  has  been  faithfully 
pursued  in  nearly  all  the  schools.  The  number  of 
pupils  that  passed  the  final  examination  in  the  thir- 
teen branches  of  our  course  was  twenty—!. \.  Sonic 
districts  that  had  pupils  to  pass  the  final  examination 


GROWTH  OF  THE  SYSTEM.          101 

in  former  years  had  none  the  last  year ;  not  because 
the  schools  have  retrograded,  but  because  pupils  in 
the  advanced  classes  have  left  the  schools  and  gone 
into  business,  and  it  will  take  from  two  to  three 
years  to  bring  the  next  class  up  to  the  required 
grade.  The  grade  of  each  school  is  determined 
mainly  by  the  result  of  the  examination. 

"Eleven  districts  are  now  marked  first-grade; 
nine,  second-grade :  ten,  third-grade ;  eleven  being 
below  third-grade.  These  eleven  have  not  had  the 
same  advantages  as  the  other  districts,  either  in  the 
well-qualified,  earnest,  live  teachers,  or  in  deeply  inr 
terested  trustees.  Teachers  that  are  content  to  hold 
third-grade  certificates  for  six  or  eight  years,  or  that 
have  not  the  ability  to  get  higher  grade  certificates, 
are  not  able  to  do  the  work  required  of  them  ;  that  is, 
cannot  do  work  commensurate  with  their  pay.  I  am 
expecting  a  marked  change  in  some  of  these  districts 
the  coming  year." 

Mr.  Edgar  Haas,  county  superintendent  of  Bur- 
lington County,  New  Jersey,  in  his  annual  report  for 
the  year  ending  Aug.  31,  1877,  says  :  — 

"  Finding  the  schools  so  various  in  their  studies, 
and  believing  that  much  more  could  be  effected  by 
having  them  uniform,  a  course  of  study  has  been  pre- 
scribed for  all  the  schools  in  the  county,  consisting  of 
five  divisions.  It  embraces  reading,  spelling,  writ- 
ing, arithmetic,  geography,  etymology,  grammar, 
composition,  United  States  history,  mensuration, 
algebra,  geometry,  book-keeping,  physiology,  and 
natural  philosophy. 

*&**  OF   THK 

UNIVERSITY 


102      GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS. 

"The  books  to  be  used  in  it  are  those  recom- 
mended to  the  trustees  by  the  county  superintend 

"It  is  proposed  that  at  the  end  of  each  school  year, 
there  shall  be  held  an  examination  of  such  pupils  of 
the  public  schools  of  the  county  as  have  completed 
the  course  prescribed.  This  examination  will  be 
conducted  by  the  County  Board  of  Examiners,  and  all 
those  who  pass  it  will  receive  a  county  diploma, 
setting  forth  the  same." 

In  his  annual  report  for  the  year  1878,  h:ivi:iLT 
tested  the  graduating  system,  ho  says :  — 

"  The  year  through  which  we  have  just  passed  lias 
been  one  of  unusual  gain  to  the  schools  of  the  muniy  ; 
resulting,  doubtless,  from  the  great  interest  takrii  in 
the  prescribed  course  of  study  for  the  enmity,  the 
County  Teachers'  Association,  and  the  County 
Teachers'  Institute. 

"It  is  a  noticeable  fact  that  whriwer  \\v  tind 
schools  that  have  not  IKSCU  classified,  and  that  have 
not  followed  the  prescribed  course  of  study  for  the 
county  (and  I  am  glad  to  say  that  their  numl>cr  is 
becoming  less  and  less  day  by  day),  we  also  tind  that 
they  have,  in  a  great  measure,  failed  to  make  that 
progress  and  give  that  satisfaction  rightfully  demanded 
by  an  interested  community;  while  on  the  <> 
hand,  those  that  have  been  classified  and  that  have 
closely  followed  the  prescribed  course  of  study  show 
highly  meritorious  and  satisfactory  work.  The  i 
marked  results  are  those  attained  by  thirteen  sehooU 
in  completing  the  course  of  study,  and  attested  by  a 


GROWTH  OF   THE   SYSTEM.  103 

general  examination  by  the  county  superintendent 
upon  questions  prepared  by  him." 

"  Out  of  the  forty-eight  pupils  examined,  there  were 
but  three  that  failed  to  reach  the  necessary  average, 
seventy  per  cent.  The  other  forty-five  successful 
ones  were  graduated  as  the  '  Class  of  1878,'  the  first 
of  the  public  schools  of  Burlington  County,  on  the 
twenty-ninth  day  of  June,  in  the  Concert  Hall  at 
Mount  Holly,  in  the  presence  of  about  six  hundred 
people. 

"  After  introductory  remarks  by  the  county  super- 
intendent, the  exercises  by  the  graduates,  and  a 
stirring  address  on  'The  Relation  of  the  Public 
Schools  to  the  Cause  of  Education,'  by  Professor  J. 
B.  Maugham,  principal  of  the  Tuckerton  schools,  all 
enlivened  with  music,  the  county  superintendent 
conferred  upon  the  graduates  the  very  neat  Burling- 
ton County  diploma. 

"Although  the  graduates  had  not  been  brought 
together  for  preparation,  yet  they  acquitted  them- 
selves most  nobly  and  creditably  through  the  whole 
of  the  exercises.  No  one  present  could  fail  to  see 
the  great  interest  manifested  in  the  cause.  And 
who,  in  after  years,  as  interest  increases,  will  be  able 
to  measure  the  inspiring  and  encouraging  influence 
of  these  yearly  commencements  upon  our  schools  ? 

"Immediately  after  this  examination  upon  the 
course  of  study,  eight  of  the  successful  ones,  who 
intend  to  follow  teaching  as  a  profession,  passed 
the  May  examination  for  teachers'  certificates,  —  all 


104      GRADUATING   SYSTEM   FOB   COUNTRY   SCHOOLS. 

standing  high  and  receiving  the  third-grade  Certifi- 
cates, the  highest  the  law  permits  them  now  to 
hold." 

In  his  annual  report  for  the  year  ending  AIILT  •'•!, 
1879,  having  still  more  fully  tested  the  plan.  In-  pre- 
sents clearly  the  influence  of  tho  system  upon  the 
.schools  of  his  county,  as  follows  :  — 

"While  statistics  exhibit  in  condensed  form  \vh:it 
has  been  accomplished  as  an  end,  yet  they  do  not 
always  show  what  has  been  employed  as  a  mean-  to 
that  end;  it  therefore  becomes  my  duty,  if  I  \\i-li 
to  be  just  to  myself  in  cnumeratim:  the  amount  and 
kind  of  work  done,  and  explicit  to  the  reader  inter- 
ested in  educational  matters,  to  accompany  them 
with  a  brief  statement,  pointing  out  the  relation 
between  cause  and  effect  in  every  important  result. 

"The  year  starting  off  with  the  ^ivit  momentum 
of  the  remarkable  progress  of  tho  proving  year,  it 
was  expected  that  there  would  be  a  com-poi. 
gain  in  tho  general  results  for  this  year.  In  sum- 
ming up,  wo  lind  that  our  expectations  have  l»con 
most  eminently  realized. 

"The  grand  end  and  aim  of  our  system  of  public 
schools  is  the  assurance  of  a  good  general  education 
to  each  anil  every  child  in  tho  State  ;  and  the  extent 
to  which  this  is  carried,  is  to  be  determined  only  by 
a  thorough  examination  in  a  high  course  of  study 
provided  by  tho  schools.  If  from  year  to  year, 
under  similar  circumstances,  the  number  of  pupils 
passing  such  examination^  continues  to  increase,  tho 


GROWTH  OF  THE   SYSTEM.  105 

schools  are  making  real,  substantial  power  for  future 
advancement. 

"  With  the  view  of  knowing  the  comparative 
standing  of  the  schools  of  the  county  from  year 
to  year,  I  determined  to  institute  just  such  examina- 
tions. The  result  of  last  year's  examination  was 
seen  in  having  forty-five  pupils  pass  the  fiery  ordeal. 
This  we  then  pronounced  a  grand  success.  But 
whether  its  influence  upon  the  schools  would  be 
lasting  or  spasmodic  remained  to  be  seen.  This 
year  seventy-two  passed  the  examination,  seemingly 
making  a  gain  of  sixty  per  cent  over  that  of  last  year. 

"In  order  to  know  whether  this  gain  is  real  or 
seeming,  we  must  take  into  consideration  the  circum- 
stances under  which  it  has  been  obtained.  The  one 
circumstance  above  all  others  to  be  considered  is 
that  of  the  age  of  pupils,  for  we  cannot  expect  as 
much  of  tender  age  as  of  more  mature  years.  This 
year  the  average  age  of  those  passing  the  examina- 
tion is  much  less  than  that  of  those  passing  last 
year ;  last  year  there  were  but  a  few  too  young  to 
graduate  upon  their  successful  examination,  while 
this  year  there  are  fifteen, — a  result  showing  the 
real  clear  gain  to  be  even  greater  than  that  which 
appears  in  the  figures  above.  Hence  the  excess 
must  be  attributed  to  other  causes,  and  these  can  be 
but  three  in  number:  the  encouragement  by  the 
parent,  the  enthusiasm  of  the  teacher,  and  the  appli- 
cation of  the  pupil.  It  is  ever  these  three  harmoni- 
ously working  together  that  have  produced  the  grand 


106      GRADUATING  SYSTEM  FOB  COUNTRY   SCHOOLS. 

results  of  which  we  feel  so  proud.  And  thus  con- 
tinuing the  work  from  year  to  year,  our  school  sys- 
tem will  soon  be  in  a  fair  way  of  aooompttahing  it- 
grand  enJ  and  aim,  that  of  giving  a  good  general 
education  to  each  and  every  child  in  the  State. 

"The  general  examination  of  the  pupils  of  tin* 
schools  who  completed  the  course  of  study  for  the 
county  was  held  during  the  week  « -oiium -n« -inir 
Monday,  the  seventh  day  of  April.  There  >vnv 
seventy-four  pupils  examined,  seventy-two  of  \vhom 
passed,  the  remaining  two  l.cinir  rejected  l»eeau<c  of 
their  inferior  papers.  Five  of  those  tliat  p.issed 
were  graduates  of  last  year,  thus  1.  :i\  in- 
fresh  ones  for  this  year;  fifteen  of  the-e  l.«  in- 
young,  there  remain  hut  fifty-two  to  be  grridn 
on  Saturday,  the  thirteenth  day  of  September,  as 
the  class  of  1879,  in  the  Concert  Ilall,  at  Mount 
Holly,  when  and  where  we  expect  to  have  an  inter- 
esting time.  Fourteen  of  the  said  fifteen  too  young 
for  graduation  are  of  the  schools  of  the  eity  of  Tur- 
lington, and  the  other  one  is  from  the  schools  of 
Mount  Holly." 

Mr.  S.  R.  Morse,  county  superintendent  of 
Atlantic  County,  New  Jersey,  in  his  annual  report 
for  the  year  ending  Aug.  31,  1878,  says :  — 

"  In  order  to  advance  the  cause  x>f  education,  and 
bring  the  schools  to  a  higher  standard,  I  called  all 
the  trustees  together,  and  submitted  a  plan  for  a 
course  of  instruction  similar  to  that  in  Camden  and 
Burlington  Counties.  The  trustees  all  heartily  in- 


GROWTH   OF   THE    SYSTEM.  107 

dorsed  it.  I  then  called  the  teachers  together,  who 
as  heartily  indorsed  the  plan,  and  a  course  was 
adopted.  This  course  embraces  reading,  spelling, 
writing,  arithmetic,  geography,  grammar,  history, 
book-keeping,  physiology,  and  algebra,  and  will 
consist  of  four  divisions. 

"The  books  to  be  used  in  the  course  are  those 
recommended  to  the  trustees  by  the  county  super- 
intendent. A  written  examination  in  the  last  three 
divisions  will  be  made  in  April,  and  all  those  getting 
above  a  certain  average  will  have  their  names  and 
standing  published  in  the  county  papers,  while  all 
those  who  pass  the  examination  in  all  the  studies  of 
the  highest  grade  will  receive  a  county  certificate, 
to  be  presented  at  a  public  commencement  to  be  held 
in  some  central  place  in  the  county.  I  believe  this 
plan  will  be  of  great  benefit  to  our  schools  in  many 
respects.  The  teachers  and  pupils  have  an  incentive 
to  work.  It  will  induce  pupils  to  commence  school 
earlier  in  the  year,  attend  more  regularly,  and  con- 
tinue there  longer.  Parents  will  take  more  interest 
in  the  education  of  their  children ;  and  if  moving 
from  one  district  to  another,  the  pupils  can  enter  the 
same  grade  they  have  left." 

In  his  annual  report  for  the  year  ending  Aug.  31, 
1870,  he  gives  the  result  of  one  year's  trial  of  the 
system.  He  says  :  — 

"  I  believe  all  interested  persons  will  agree  with 
me  in  the  statement  that  more  real  work  has  been 
done,  and  greater  advancement  made  in  our  schools 


108      GRADUATING  SYSTEM   FOR  COUNTRY   SCHOOLS. 

during  the  year  just  closed,  than  in  any  previous  y< 
Much  of  this  is  due  to  the  course  of  study  which  has  ^ 
been  adopted  and  carried  out  in  most  of  the  schooN. 

"Our  Teachers'  Association,  Institute,  and  other 
causes  have  also  done  much  good. 

"The  examination  of  all  the  schools,  except  those 
of  Egg  Harbor  City  and  one  school  that  had  l>cen 
closed,  showed  the  difference,  when  a  comparison  \va< 
made,  between  those  that  had  worked  under  the  new 
plan  and  those  that  had  worked  under  the  old." 

The  report  from  which  the  foregoing  extract  is 
taken,  shows  also  that  the  county  superintend*  nt 
prepared  and  sent,  under  seal,  to  each  tern  her,  ques- 
tions for  examination  of  gradual  in::  classes,  and  tint 
examinations  were  held  in  the  several  schools  of  the 
county  at  the  same  time.  Km- the  benefit  of  those 
who  wish  to  study  one  of  the  nio>t  thorough  pin  us 
for  the  examination  of  graduating  t -la>ses  in  country 
schools,  I  copy  from  the  report  the  following  circular 
of  instruction  to  teachers  :  — 

"  1.  The  teacher  will  not  open  the  envelopes  con- 
taining the  questions  before  the  date  marked  on  them, 
and  then  in  the  presence  of  the  school. 

"  2.  The  teacher  will  hold  the  examination  on  the 
days  designated  by  the  county  superintendent,  and 
in  his  or  her  own  school-room. 

"3.  The  teacher  will  open  envelope  No.  1  the 
first  day,  and,  taking  out  one  subject  at  a  time,  in 
the  order  numbered,  write  as  many  of  the  questions 
on  tho  blackboard  as  he  thinks  can  be  answered  be- 


GROWTH   OF   THE    SYSTEM.  109 

fore  intermission.     The  second-day  envelope  No.  2 
will  be  opened  in  the  same  manner. 

"4.  No  explanations  of  any  kind  are  to  be  given 
by  the  teacher  or  other  person. 

"5.  The  teacher  will  seat  the  pupils  in  such  a 
manner  that  no  two  pupils  of  the  same  grade  shall  be 
near  each  other. 

"6.  All  books  will  be  removed  from  the  desks, 
all  maps  and  charts  rolled  up,  and  no  pupil  allowed 
to  have  aid  from  any  source. 

"7.  The  papers  must  be  sent  or  handed  to  the 
county  superintendent  just  as  the  pupil  left  them. 
Any  help  given,  or  corrections  made,  will  render  the 
papers  null. 

"8.  Each  pupil  will  write  his  name  and  the  sub- 
ject of  examination  at  the  head  of  each  page.  The 
pupils  need  not  copy  the  questions,  but  number  eacli 
and  leave  one  space  between  each  answer.  If  they 
cannot  answer  a  question,  they  will  number  it  and 
write,  '  I  cannot  answer.' 

"9.  The  pupils  are  requested  to  take  great  care 
of  their  papers,  as  they  will  be  preserved.  The 
work  may  be  done  on  waste  paper  or  a  slate,  and 
then  copied  before  handed  to  the  teacher,  but  not 
afterward  ;  neither  can  any  mistakes  be  corrected. 

"  10.  In  all  mathematical  questions  the  pupils  will 
give  the  work  as  well  as  the  result. 

"11.  No  one  can  leave . the  room  till  the  set  of 
questions  is  completed  and  handed  to  the  teacher, 
except  at  intermission ;  then  only  those  who  have 
completed  the  set." 


110      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

I  propose  to  conclude  this  testimony  by  submit- 
ting the  following  appreciative  letter  from  Hon.  K. 
A.  Apgar,  State  Superintendent  of  Public  Instruction 
of  the  State  of  New  Jersey :  — 

BTATB  or  NEW  JERSEY, 

DEPARTMENT  OF  PUBLIC  IXSTBCCTIOX, 

TRwrroH.Feb.4,1880. 

MB.  A.  L.  WADE,  Morgantown,  West  Virginia. 

My  Dear  Sir,  —  I  have  examined  your  "  Graduating  Sys- 
tem for  Country  Schools  "  with  both  pleasure  and  proiit.  I 
regard  it  as  eminently  practical,  and  calculated,  where  intro- 
duced, to  elevate  our  country  schools  to  the  standard  of  our 
best  village  and  city  schools. 

Wishing  you  success,  I  am, 
Yours  truly, 

ELIAS  A.  APOAK, 
State  Superintendent  of  I'uhlic  Instruction. 

I  submit,  without  argument,  the  foregoing  offi<  i.-il 
testimony  of  those  who  have  tried  the  graduating 
system. 


LECTUEE  VII. 

EDITORIAL   REVIEWS    OF   THE    GRADUATING    SYSTEM  BY 
LEADING    EDUCATIONAL    JOURNALS. 

HAVING,  for  three  successive  years,  tested  the 
merits  of  the  graduating  system,  I  determined,  in 
the  autumn  of  1878,  to  make  an  effort  to  present  it 
more  fully  to  the  public.  To  this  end,  I  sent  copies 
of  the  catalogue  containing  my  annual  report  to  a 
few  of  the  foremost  educational  journals,  widely 
separated  from  each  other,  in  sundry  sections  of  the 
United  States.  I  wrote  to  each  editor,  requesting 
that  the  system  might  be  reviewed,  criticised,  con- 
demned, or  approved.  The  unanimity  of  sentiment 
expressed  by  these  journals  may  be  seen  in  the 
following  editorials. 

The  January  number,  1879,  of  "The  Teacher ,* 
Philadelphia,  concludes  its  notice  of  the  graduating 
system  for  country  schools,  as  set  forth  in  the  Third 
Annual  Catalogue  of  the  Free  Schools  of  Monongalia 
County,  West  Virginia,  in  these  words  :  — 

"  It  remained  for  the  latter  half  of  the  nineteenth 
century  to  originate,  develop,  and  mature  such  a 
free-school  system  as  would  challenge  the  admiration 
of  the  nations  of  the  earth.  Germany,  deep  in  its 


112      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

lore,  rich  in^  its  universities  and  academic  hall-,  ha- 
invited  our  system  to  her  shores  ;  and  far-off  Japan 
already  has  planted  the  nucleus  whieh  must  soon 
change  still  more  largely  its  ancient  landmarks.  Tho 
graduating  system,  as  described  in  the  pamphlet 
before  us,  is  a  grand  forward  step  in  the  man  h  <>t 
education.  We  hail  with  satisfaction  an  appliau.-.- 
of  this  kind,  coming,  as  it  does,  from  a  live  trarhrr, 
and  exhibiting  the  results  of  practical  expcri- -n< •«•  in 
the  school-room." 

The  "American  Journal  of  Education,"  St.  LOIIH. 
March  number,  1879,  presents  at  some  length,  with- 
out comment,  the  West  Virginia  graduating  sy>tnn 
for  country  schools.  In  the  April  number,  187!),  <•!' 
that  journal,  the  editor  gives  his  opinion  of  the  plan, 
in  the  following  words :  — 

"We  hope  the  article  on  'Schools  in  West  Vir- 
ginia,' published  in  our  hist  issue,  was  very  can-fully 
read. 

"  Wo  see  in  it  many  things  to  admire  and  to 
commend. 

"As  a  means  of  interesting  both  the  pupil  and  the 
parent,  it  proved  to  be  eminently  successful.  The 
parents,  too,  were  tax-payers,  and  it  gave  the  teachers 
an  opportunity  to  demonstrate  to  the  tax-payers  the 
worth  and  the  measure  of  their  work.  \Vo  should 
have  more  liberal  estimates  made  for  all  our  schools 
in  this  State,  if  the  tax-payers  knew  what  and  how 
much  our  teachers  are  doing. 

o 

"Not  knowing  much  about  it,  they  are  disposed  to 


EDITORIAL  REVIEWS.  113 

cut  down  the  estimates  for  teachers'  wages  and  other 
necessary  things  to  the  lowest  figure  possible. 

"For  this,  our  teachers  themselves  are  very  much 
to  blame.  They  do  not  take  care  that  the  tax-payers 
shall  be  kept  well  posted  on  what  the  schools  are 
doing,  —  on  what  improvements  are  being  made. 

"  This  graduating  system,  adopted  and  so  success- 
fully carried  out  by  Mr.  A.  L.  Wade,  of  Monongalia 
County,  West  Virginia,  would  certainly  work  a  much- 
needed  reform  in  this  direction. 

"There  is  so  much  of  real  practical  value  in  it, 
touching  as  it  does  this  vital  question  of  the  worth 
and  the  work  of  our  teachers,  that  we  are  disposed 
to  strongly  commend  it  to  the  attention  of  our  friends 
all  through  the  West  and  South." 

The  "Educational  Weekly,"  Chicago,  of  March  28, 
1879,  contains  a  critical  review  of  this  system. 
Under  the  head  of  "  Grading  Country  Schools,"  the 
editor  says :  — 

"Mr.  A.  L.  Wade,  of  Morgantown,  West  Virginia, 
county  superintendent  of  schools,  has  introduced,  and 
carried  forward  to  gratifying  results,  a  graduating 
system  in  the  public  schools  of  Monongalia  County, 
which  has  attracted  considerable  attention  in  neigh- 
boring counties,  and  which  has  been  adopted  in  sev- 
eral other  counties  in  that  State  and  in  various  places 
in  Western  Pennsylvania.  The  various  features  of 
this  system  have  been  discussed  at  most  of  the  teach- 
ers' associations  throughout  the  country,  although 
their  adoption  has  not  in  general  been  thought  advis- 


114      GRADUATING   SYSTEM   FOR    COUNTRY   SCHOOLS. 

able.  According  to  Mr.  Wade,  the  plan  which  he 
has  so  successfully  carried  out  for  four  years  past  has 
produced  an  educational  revival  in  that  part  of  the 
country.  According  to  his  plan,  a  course  of  studs  is 
adopted  for  the  free-school  branches,  the  more  ad- 
vanced pupils  being  organized  into  four  separate 
classes,  according  to  their  grades.  A  time  is  ii.\<  «1 
in  which  each  pupil  is  expected  to  complete  the 
course;  an  annual  examination  is  held,  with  com- 
mencement exercises  in  each  district,  and  diplomas 
are  granted  to  those  who,  upon  examination,  are 
found  to  be  worthy  of  them.  Among  these  gradu- 
ates alumni  associations  arc  formed,  and  an  annual 
catalogue  is  published,  in  which  the  names  of  gradu- 
ates and  undergraduates  appear  in  the  classes  to  \\  hich 
they  respectively  belong.  It  is  simply  applying  to 
primary  schoo'8  a  system  which,  centuries,  ago, 
adopted  in  universities  and  colleges,  amj  more 
recently  in  academics  and  high  schools. 

"There  can  be  no  question  but  that  such  u  course 
will  very  materially  quicken  the  interest  of  both 
pupils  and  parents  in  the  public  schools.  The  same 
personal  ambition  is  aj >pcaled  to  in  the  chiMim  as  that 
which  inspires  the  academic  or  college  student  to  apply 
himself  diligently  to  his  studies,  and  finally  graduate 
from  the  course  with  a  formal  certificate  of  attainments. 
And  this  is  also  the  testimony  of  Superintendent 
Wade,  after  having  well  tried  the  plan.  II. 
'Wherever  it  has  been  properly  tested,  it  has  created 
an  interest  among  pupils  and  parents  never  In 


EDITORIAL    REVIEWS.  115 

witnessed  in  free-school  work.'  He  furnishes  abun- 
dant testimony  of  a  similar  kind  from  others  who  have 
tried  the  plan,  and  strongly  urges  its  general  adoption 
throughout  the  country. 

"  The  tendency  toward  such  a  graduating  system  is 
apparent  in  the  public  schools  of  the  cities  and  larger 
villages  everywhere.  Each  year  some  city  school 
adopts  for  the  first  time  the  practice  of  giving  diplo- 
mas or  certificates  to  pupils  who  are  not  expecting 
to  remain  in  school  long  enough  to  reach  the  highest 
department.  And  where  the  rural  schools  are  com- 
petently superintended  and  the  patrons  are  generally 
constant  from  year  to  year,  it  is  not  only  possible, 
but  certainly  desirable,  that  the  course  of  study  should 
be  definite  and  uniform  in  the  various  districts  of  a 
county.  However,  without  a  competent  superin- 
tendency,  such  a  system  would  result  in  just  that 
which  is  now  everywhere  condemned  and  in  too  many 
places  practised,  especially  in  the  primary  grades,  — 
viz.,  a  system  of  cramming  and  overwork,  which  is 
the  result  of  an  ambition  to  accomplish  the  most 
possible  in  the  shortest  time.  If,  with'  the  experience 
and  ability  of  our  city  superintendents  and  teachers, 
there  is  still  an  evident  excess  of  competition,  too 
much  high  pressure,  and  too  little  individual  instruc- 
tion, how  can  younger  and  less  experienced  teachers 
be  expected  to  avoid  these  evils  ?  Further,  it  may 
be  tolerable  for  the  young  man  or  woman  in  academy 
or  college  to  be  placed  on  —  his,  her,  their  —  mettle, 
and  tested  to  the  highest  capacity  ;  yet  if  such  strain 


116      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

should  be  placed  upon  the  delicate  and  sensitive 
nature  of  childhood,  the  result  would  be  disastrous 
in  the  extreme.  It  is  just  this  fault  which  is  to-day 
provoking  most  criticism  and  threatening  most  .seri- 
ously the  unity  of  the  system  in  large  cities.  The 
lower  grades  are  suffering  from  over-taxation.  Too 
much  is  required  of  pupils  and  teachers,  as  the 
of  severe  grading.  -The  memory  is  pressed 
its  natural  capacity,  and  the  education  of  the  ehiM  is 
lost  sight  of  in  the  anxiety  to  accomplish  the  results 
indicated  by  the  printed  course. 

"  This  question  is  one  of  great  importance  in  the 
administration  of  our  public-school  system.  ami  the 
friends  of  that  system  should  «rivr  it  fair  and  soliei •< -<>n- 
sidcration.  While,  therefore,  the  'Weekly'  \\<>uM 
approve  and  defend  every  such  movement  as  that  of 
Superintendent  Wade  in  West  Virginia,  if  judiciously 
and  wisely  conducted,  it  would  caution  all  who  are 
devoted  to  such  progressive  steps  to  advance  slowly, 
and  carefully  guard  against  abuses  which  are  apt  to 
follow  close  upon  the  heels  of  all  true  progress. 
Anything  which  will  elevate  the  teacher  and  his  work, 
anything  which  will  deepen  the  interest  of  parent-  in 
the  education  of  their  children  aud  secure  for  the 
teachers  and  the  schools  better  facilities  and  better 
compensation,  anything  which  will  tend  to  popul.i 
the  public  schools  of  the  country,  should  receive  the 
encouragement  of  all  who  have  been  connected  with 
these  schools  as  teachers  or  pupils,  and  thus  leu: 
by  experience  their  value  and  importance  to  the 
highest  interests  of  the  people  and  the  nation." 


EDITORIAL   REVIEWS.  117 

It  may  not  be  amiss  to  call  attention  to  the  fact 
that  the  criticisms  contained  in  the  foregoing  article 
are  aimed,  mainly,  at  severe  grading  in  the  lower 
departments  of  the  schools  of  large  cities,  and  not  at 
the  system  under  consideration.  The  evil  complained 
of  is  carefully  guarded  against  in  the  graduating 
system  for  country  schools,  where,  as  stated  in  a 
former  lecture,  only  the  older  and  more  advanced 
pupils  are  permitted  to  have  their  names  entered  for 
graduation. 

"  Barnes's  Educational  Monthly,"  New  York,  Feb- 
ruary number,  1879,  contains  an  editorial  entitled 
"Our  Common-School  System,"  which  I  present  in 
full.  The  editor  says  :  — 

ff  The  question  has  frequently  been  asked  of  late, 
What  is  meant  by  a  common-school  course  ?  It  has 
been  nothing  but  a  mixture  of  reading,  writing,  and 
arithmetic,  with  a  quantity  of  geography,  history, 
and  science,  in  quantities  to  suit  the  taste  ;  there  has 
been  no  course  in  it.  In  a  multitude  of  cases,  what 
a  child  studies  depends  upon  the  blind  judgment  of 
parents  or  the  momentary  convenience  or  caprice  of 
te  ;chers.  The  so-called  common-school  course  is  no 
course  at  all.  We  most  earnestly  commend  any 
superintendent  or  teacher  who  can  suggest  any  way 
by  which  order  can  be  obtained  and  the  confusion 
now  existing  avoided.  Mr.  A.  L.  Wade,  county 
superintendent,  Monongalia  County,  West  Virginia, 
has  done  more  in  this  direction  than  any  other  person 
of  whom  we  have  heard.  In  his  work  he  has  accom- 


118      GRADUATING   SYSTEM   FOR  COUNTRY    SCHOOLS. 

plished  the  following  results,  which  we  commend  to 
all  similar  workers*  throughout  the  Union  :  — 

"1.  The  primary  branches  are  taken  up  as  one 
course  of  study  for  graduation. 

"2.  The  time  in  which  each  advanced  pupil 
agrees  to  complete  a  certain  course  is  fixed. 

"3.  Public  examinations  of  gradual  in<:  classes 
are  held  annually,  and  diplomas  are  grant*  -d  to  those 
who  complete  prescribed  courses. 

"  4.  Alumni  associations  of  those  who  have  grad- 
uated are  formed. 

"5.  An  annual  catalogue  containing  the  names 
of  all  advanced  pupils  attending  school  in  the  county 
during  the  year  is  published.  In  this  catalogue  tin- 
names  of  all  pupils  are  placed  in  their  appro) 
classes,  showing  from  year  to  year  what  advam -i •nu-nt 
has  been  made. 

"In  all  this  work  there  is  needed  careful  and  intel- 
ligent supervision.  The  plan  is  admirable  ;  and  if 
it  should  bo  universally  adopted,  it  would  give  our 
county  commissioners  and  superintendent-  a  definite 
work  to  do,  and  unify  our  common  schools,  so  that 
wo  could  point,  wjth  some  show  of  truth  and  re; 
to  the  common-school  system  of  the  United  States 
of  America." 

The  *  New  England  Journal  of  Education,"  Boston, 
May  8,  1879,  published  the  foregoing  article  from 
"Barnes's  Educational  Monthly,"  and  adds:  "  \Vc 
hope  to  examine  the  results  of  Mr.  Wade*>  efforts 
more  fully,  when  we  shall  be  better  able  to  judge  of 
their  merits." 


EDITORIAL   REVIEWS.  119 

I  might  greatly  multiply  these  editorial  reviews 
by  including  those  of  later  date,  as  many  leading 
educational  journals  have  recently  reviewed  the  sys- 
tem ;  but  I  propose  to  conclude  this  subject  by  pre- 
senting a  single  additional  article. 

The  "Monthly  Normal  Review,"  July  number, 
1879,  contains  a  leading  editorial  on  the  graduating 
system,  from  which  I  make  the  following  extract :  — 

"  It  is  simply  the  application  to  primary  schools 
of  a  well-grounded  principle  employed  in  all  higher 
schools.  Every  student  who  enters  college,  for 
example,  has  his  course  mapped  out  for  him.  He 
may  do  more,  but  there  is  a  minimum  of  work  which 
he  must  do.  So  here,  as  soon  as  a  child  passes  from 
the  preparatory  grade  to  his  class,  he  knows  how 
much  work  he  has  to  do,  and  how  much  time  he  has 
for  doing  it.  It  insures  also  a  variety  of  studies ; 
and  we  do  not  believe  Mr.  Wade  states  it  too  strongly 
when  he  says,  'My  opinion  is  that  a  pupil  from 
fourteen  to  sixteen  years  of  age,  who  has  had  some 
advantages  in  school,  will  do  better  in  each  branch, 
if  he  takes  up  the  entire  free-school  course,  than  he 
will  do  if  he  takes  up  nothing  beyond  arithmetic.' 
It  furnishes  the  pupil  an  incentive  to  work.  He  has 
publicly  pledged  himself  to  accomplish  a  certain 
thing,  and  has  associated  himself  with  others  striving 
for  the  same  end ;  and  now  it  is  no  longer  the 
teacher  who  urges  him  on,  but  his  own  self-pride, 
his  emulative  feeling,  his  love  for  the  approval  of 
friends,  and  added  to  these,  and  equally  potent  with 


120      GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS. 

any  of  them,  the  desire  for  the  approval  and  fear  of 
the  condemnation  of  public  opinion,  at  whose  bar  ho 
is  now  judged.  Our  country  schools  certainly  need 
some  attention,  and  we  know  of  no  plan  more  prom- 
ising of  good  than  this.  It  has  been  tried  in  smnr 
places,  and  we  would  gladly  see  it  adopted  in  more  ; 
for  though  objections  may  be  found  to  it,  never! h-  - 
less  it  is  a  step  in  the  right  direction,  and  it  is  cer- 
tainly freer  from  faults  than  many  other  plans  alriM.lv 
in  vogue.  At  the  very  least  it  merits  a  lair  trial  and 
a  full  discussion,  and  we  hope  it  may  have  both 
these  as  soon  as  possible." 


LECTUEE  Vni. 

WHAT  LEADING   EDUCATORS   SAY  OF    THE   GRADUATING 
SYSTEM. 

I  HAVE,  in  the  course  of  these  lectures,  presented 
the  official  testimony  of  State  and  county  superin- 
tendents who  have  tried  Ihe  graduating  system;  I 
have  brought  forward  editorial  reviews  from  some  of 
the  leading  educational  journals,  and  I  now  offer 
the  carefully  prepared  opinions  of  other  distinguished 
educators. 

I  shall  first  present  the  opinion  of  Dr.  James 
G.  Blair,  principal  of  the  State  Normal  School  at 
Fairmont,  West  Virginia,  and  formerly  vice-presi- 
dent of  the  University  <5f  Ohio.  In  the  September 
number,  1876,  of  the  "West  Virginia  Educational 
Monthly,"  of  which  he  was  editor,  he  discusses,  at 
length,  the  graduating  system  for  country  schools, 
which  had  then  been  tested  in  but  one  county  in  the 
United  States,  and  draws  his  conclusions  in  the  fol- 
lowing words :  — 

"The  plan  is  eminently  practical,  and  unifies  the 
schools  of  the  county  into  one  working  graded  school. 
It  places  before  the  teachers  of  the  county  a  definite 
object  to  be  accomplished.  That  object  is  feasible. 


122      GRADUATING   SYSTEM   FOR    COUNTRf    SCHOOLS. 

It  requires  progress,  and  avoids  spurious  efforts  with 
no  definite  aim.  It  marks  each  step  in  the  work  of 
both  teacher  and  pupil,  and  cannot  fail  to  enlist  the 
ambition  of  both  the  schools  and  communities.  Each 
step  in  the  pupil's  progress  is  noted,  and  when  the 
work  is  done  the  diploma  is  awarded. 

"This  plan  links  in  the  educational  talent  of  the 
county,  and  uses  it  advantageously  in  the  details  of 
its  work.  It  thus  popularizes  the  educational  work, 
and  makes  parents  equally  inteiv>ted  with  their  ehil- 
dren.  Superintendents  in  West  Virginia  will  do  a 
great  work  if  they  will  adopt  this  system  in  their 
several  counties.  It  would  give  We-t  Virginia  an 
advantage  which  no  State  in  the  Union,  so  far  as  we 
now  know,  possesses." 

Hon.  John  I).  Philbrick,  for  many  years  city  super- 
intendent of  the  schools  of  Boston,  and  late  Educa- 
tional Commissioner  from  the  United  States  to  the 
Paris  Exposition,  in  the  following  letter  gives  his 
opinion  of  the  graduating  system  :  — 

36  DARTMOUTH  STREET,  BOSTON,  Feb.  28, 
Dear  Sir,  —  I  have  the  honor  to  acknowledge  the  receipt 
of  your  letter  of  the  2'Jd  inst,  with  the  accompanying  copy 
of  your  report  as  county  superintendent  of  schools. 

I  have  read  with  interest  your  account  of  the  "  graduating 
system,"  and  I  cheerfully  comply  with  your  request  to  give 
you  my  opinion  of  it.  The  essential  features  of  the  system, 
as  I  understand  it,  consist  of  three  elements,  namely:  — 

1.  The  classification  of  the  pupils  according  to  their  grade 
of  advancement,  in  all  the  required  branches. 

2.  A  final  examination  each  year,  to  ascertain  what  pupils 


WHAT  LEADING   EDUCATORS  SAY.  123 

have  satisfactorily  completed  the  prescribed  course  of  instruc- 
tion. 

3.  The  granting  of  diplomas  to  such  pupils  as  have  com- 
pleted the  course. 

To  your  system,  so  far  as  it  embraces  these  features,  I 
give  my  cordial  approval.  "Wisely  administered,  it  would 
produce,  without  doubt,  very  beneficial  results. 

I  have  never  before  heard  of  such  a  system  being  thor- 
oughly carried  out  in  all  its  details  in  the  rural  districts  in 
the  country.  In  its  application  to  city  schools  the  plan  is  not 
novel.  The  system  of  classification  and  graduation  has  been 
in  operation  in  the  common  schools  of  this  city  from  time 
immemorial.  About  ten  years  ago  the  diploma  feature  was 
added,  and  it  has  produced  excellent  results.  It  has  .been 
the  fashion  here  for  nearly  a  century  to  have,  at  each  school, 
annually,  at  the  time  of  graduation,  a  public  examination  or 
exhibition. 

But  the  system  is  liable  to  abuses,  which  should  be  care- 
fully looked  after. 

1.  The  high-pressure  abuse,  —  too  much  stimulus,  espe- 
cially in  the  case  of  girls. 

2.  The  (ramming  abnsc, — the  loading  of  the  memory  in 
preparation  for  an  examination. 

3.  The  competition  abuse,  —  teachers  more  anxious  to  put 
through  a  large  number  of  graduates  than  to  educate  them  in 
the  best  manner. 

4.  The  show  a&use,  —  the  showing  off  of  pupils  on  the 
commencement  occasion,  and  especially  young  pupils,  which 
is  the  general  curse  of  Sunday-school  exhibitions  and  con- 
certs. 

From  your  report  I  feel  convinced  that  you  are  doing  an 
admirable  work,  and  I  have  no  doubt  that  your  county  ought 
to  be  marked  as  a  bright  spot  on  the  educational  map  of  the 
country.  Yery  truly  yours, 

JOHN  D.  PHILBRICK. 
A.  L.  WADE,  Esq., 

Superintendent  Schools, 

Monongalia  County,  W.  Va. 


V 

124     GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

I  desire  now  to  present  a  letter  from  a  State 
superintendent  in  the  South,  giving  his  opinion  of 
the  graduating  system  :  — 

OFFICE  OF  STATE  SUPERINTENDENT  OF  I*UBLIC  SCHOOLS, 

NASHVILLE,  TEN*.,  Feb.  25, 1860. 
MR.  A.  L.  WADE, 

Morgantovcn,  W.  Fa.  ' 

Dear  »St>, —  I  have  read  your  report  with  great  pleasure, 
and  am  satisfied  that  under  the  supervision  of  a  competent, 
diligent,  and  active  supervisor,  your  plan  for  graduating  in 
public  schools  will  greatly  improve  the  schools  in  any  county 
or  State. 

•  ,  Yours  very  truly, 

LEON.  TROUSDALE, 

State  Superintendent. 

The  following  letter  from  Hon.  John  W.  Simonds, 
late  State  Superintendent  of  New  Hampshire,  shows 
the  light  in  which  he  views  this  system :  — 

FUANKLIN,  N.  H..  Dec.  5,  1879. 

MR.  A.  L.  WADE, 

County  Superintendent  of  Schools, 

/•.'/r/ntotrn,  11".  Fa. 

My  Dear  Sir,  —  The  pamphlet  containing  your  address  on 
"A  Graduating  System  for  Country  Schools"  was  received, 
read,  and  carefully  considered.  I  heartily  approve  of  your 
plan,  and  have  no  doubt,  if  it  wnv  generally  adopted,  it 
would  add  great  interest  to  our  public  schools,  and  prevent 
many  of  the  wastes  that  now  impair  their  efficiency. 

A  lack  of  interest  and  many  sources  of  waste  have  fast  on  rd 
their  pernicious  influences  upon  the  public-school  sysU-m, 
from  the  want  of  an  intelligent  and  well-devised  plan  for 
directing  teachers  and  scholars  in  their  work.  Your  system, 
as  I  understand  it,  proposes  to  remedy  these  defects  by  estab- 
lishing a  well-arranged  course  of  study  and  providing  for 


WHAT   LEADING   EDUCATORS   SAY.  125 

suitable  examinations,  and  at  the  same  time  secure  a  general 
awakening  of  interest  in  school-work  on  the  part  of  teachers, 
scholars,  and  parents. 

Very  respectfully, 

JOHN  W.  SIMONDS, 
Late  State  Superintendent  of  Public  Instruction. 

I  find  the  following  article  in  the  March  number, 
1880,  of  the  "Excelsior  Quarterly,"  Farmington, 
Me.  It  is  from  the  pen  of  Professor  William  Har- 
per, of  Farmington  Normal  School.  Under  the 
heading,  "  Why  not  graduate  Pupils  in  Country 
Schools  as  well  as  Others?"  Professor  Harper 
says :  — 

"The  educational  requirements  of  these  days  of 
steam  and  lightning,  when  'many  run  to  and  fro, 
and  knowledge  is  increased,'  are  not  only  greater 
than  ever  before,  but  constantly  increasing.  This  is 
so  evident  to  every  observer  that  proof  is  unneces- 
sary, and  it  follows  that  our  schools  must  be  kept 
constantly  improving,  in  order  to  meet  the  demands 
upon  them  as  well  as  formerly.  But  we  cannot  rea- 
sonably be  satisfied  even  with  that,  for  the  schools  of 
our  fathers  certainly  were  not  perfect ;  and  indeed, 
in  view  of  the  interests  represented  in  every  school- 
room, it  is  not  too  much  to  say  that  no  school  is  good 
enough,  nor  ever  will  be. 

"Country  schools  generally  labor  under  various 
disadvantages  which  do  not  affect  the  village  and 
city  schools,  such  as  lack  of  a  regular  course  of 
study,  so  that  the  work  is  without  beginning  or  end, 


126      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

and  consequently  loses  greatly  in  interest,  and  the 
same  work  is  sometimes  taken  over  and  over  with 
little  or  no  advantage  to  the  pupil.  There  is  :il-«> 
frequently  a  lack  of  efficient  supervision,  and  a  small 
and  perhaps  diminishing  attendance.  Hence  it 
becomes  doubly  necessary  that  whatever  is  practi- 
cable should  be  done  for  their  improvement . 

"  Mr.  A.  L.  Wade,  of  MorLrantown,  West  Virginia, 
has  devised,  and  in  his  work  as  county  Miperintmu1- 
ent  of  schools  carried  into  MK •< •c»l'ul  exemtion,  the 
common-sense  phyi  of  a  graduating  system,  long  :i.ir«» 
successfully  applied  in  all  other  grades  of  schooU. 
He  forms  four  classes  in  each  school,  so  far  as  the 
requisite  material  exists,  to  eomph-te  the  n»ur>'-  "f 
study  and  gmduate  in  0neoee8iT€  years.  The  re- 
mainder of  the  school  constitutes  the  preparatory 
department.  Annual  examinations  with  ivirular 
commencement  exercises  arc  held,  and  diplomas  are 
Conferred,  but  only  on  those  who  Mieeessl'ully  pM 
the  examinations;  and  the  names  of  the  gradn. 
with  considerable  other  information  regarding  carh 
school,  are  published  in  the  annual  report.  Various 
other  means,  such  as  would  naturally  suggest  them- 
selves to  an  enthusiastic  worker,  are  also  employed 
to  enlist  the  interest  and  co-operation  of  paivnN, 
teachers,  the  press,  and  the  friends  of  education 
generally. 

"  The  results  have  been  wonderful ;  a  true  educa- 
tional revival  has  taken  place,  and  the  interest  has 
continued  unabated  during  the  four  years  in  which 


WHAT   LEADING   EDUCATORS    SAY.  127 

the  system  has  been  in  operation.  Among  the  defi- 
nite results  arc  the  following :  — 

"  1.     Increased  interest  of  the  pupils. 

"  2.  Far  greater  progress  ;  all  the  advanced  studies 
prescribed  by  law  (in  \\est  Virginia  they  are 
arithmetic,  grammar,  history,  and  geography)  being 
completed  in  less  time  than  one  previously.  Expe- 
rienced teachers  will  not  think  this  by  any  means 
incredible ;  and  a  method  which  makes  the  school 
worth  moro  than  four  times  as  much  to  many  of  the 
scholars,  to  say  nothing  of  the  value  of  the  better 
habits  formed,  is  certainly  worthy  of  a  trial  every- 
where. 

"3.  The  attendance  increased  twenty  per  cent  in 
a  single  year. 

"4.  School  discipline  is  more  easily  maintained, 
on  account  of  the  greater  interest  of  pupils  in  their 
work. 

"Connected  with  these  results  there  must  be  many 
others  scarcely  less  valuable,  such  as  better  and  im- 
proving teachers,  better  habits  formed  by  pupils, 
which  for  very  many  of  them  decides  the  question 
of  their  success  in  life,  longer  terms  of  school  and 
less  frequent  changes  of  teachers,  more  interest  and 
co-operation  on  the  part  of  parents,  etc. 

"The  State  Educational  Association  of  Maine,  at 
its  recent  meeting  in  Gardiner,  after  a  presentation 
and  discussion  of  the  system,  indorsed  it  by  the 
following  resolution :  — 

" '  Resolved,  That  a  course  of  study  for  all  our  common 
schools,  such  as  will  admit  of  a  regular  graduation  there- 


128   GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOL-. 

from,  is  of  the  greatest  importance,  and  we  would  recom- 
mend to  all  concerned  in  the  management  of  such  schools, 
an  examination  of  Wade's  system  of  graduation  in  \\\>t 
Virginia.' 

"It  has  also  received  wide  indorsements  else- 
where, and  is  exciting  interest  from  Maine  to  Cali- 
fornia. Tho  next  annual  report  of  the  National 
Bureau  of  Education  will  contain  an  account  of  i: ." 

Professor  F  H.  Crago,  principal  of  the  public 
schools  of  Moundsville,  West  Virginia,  and  lately 
nominee  of  the  minority  party  of  his  State  for  the  office 
of  General  Superintendent  of  Public  lust  ruction, 
having  thorough  personal  knowledge  of  the  work  of 
this  system,  in  an  article  published  in  the  "  Intelligen- 
cer," Wheeling,  West  Virginia,  March  4, 1879,  says : — 

"I  think  I  am  prepared  to  speak  knowingly,  as  to 
the  workings  of  Superintendent  Wade's  system.  I 
regard  it  a  great  success.  I  find  less  opposition  to  it 
now  than  two  years  ago,  larger  audiences  at  exami- 
nations, larger  classes,  and  classes  that  compare 
favorably  with  former  classes.  One  excellent  fea- 
ture, I  notice,  is  that  many  of  those  who  graduated  in 
former  years  are  still  attending  school  pin-suing 
higher  branches,  and  are  in  attendance  at  the  exami- 
nations, ready  and  willing  to  express  an  opiuion 
whenever  called  on  to  do  so.  I  give  it  as  my 
opinion  that  Mr.  Wade's  plan  is  the  plan  to  revolu- 
tionize our  free-school  system.  It  is  attracting 
attention  all  over  the  land ;  and  if  our  school  system 
is  made  thoroughly  effective,  something  of  this  kind 
must  do  it." 


OF   THK 

UNIVERSITY 


WHAT   LEADING   ED*i«4QR8^  129 


I  have  presented  the  carefully  prepared  opinions 
of  eminent  educators  of  several  States.  I  offer,  in 
conclusion,  the  views  of  a  number  of  leading  edu- 
cators of  a  single  State. 

The  "  National  Journal  of  Education,"  Boston,  Jan. 
8,  .^$80,  contains  an  account  of  the  thirteenth  annual 
meeting  of  the  State  Educational  Association  of 
Maine,  held  at  Gardiner,  Dec.  30  and  31,  1879,  and 
Jan.  1,  1880.  Among  the  proceedings  of  this  asso- 
,  elation  there  is  an  abstract  of  a  paper  on  "Wade's 
Graduating  System  for  Country  Schools,"  read  by 
Win.  Harper,  of  Farmington.  As  the  article  which 
I  have  already  presented  from  Mr.  Harper's  pen 
embraces  the  leading  features  of  this  paper,  I  will 
present  only  the  discussions  which  followed  its  read- 
ing and  the  conclusions  reached  by  the  association  :  — 


"G.  A.  Robertson,  of  Augusta,  opened  the  dis- 
cussion, and  favored  the  idea  of  having  graduating 
exercises  in  all  the  country  schools.  They  would 
tend  to  hold  the  pupils  in  the  schools  until  some 
regular  course  of  study  could  be  completed.  Such 
exercises  would  help  to  quicken  the  interest  in  the 
communities  toward  the  schools  and  teachers."  One 
of  the  first  things  to  be  accomplished  in  the  improve- 
ment of  the  country  school  is  the  establishment  of  a 
course  of  study  which  should  be  uniform  for  this 
class  of  schools  throughout  the  State. 

"  Hon.  E.  S.  Morris,  State  Superintendent,  strongly 
9 


130    GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

favored  the  plans  of  Mr.  Wade,  of  Wr-t  Virginia, 
as  far  as  he  understood  them,  and  was  decided  in  the 
opinion  that  a  uniform  course  of  study  should  be 
adopted.  Such  action  would  produce  a  continuity 
of  teaching.  Too  much  time  is  exprn»1«'d  under 
present  management  in  getting  new  teachers  to  \^rk. 
Every  new  term  of  twelve  weeks  is  half  spent  in 
finding  out  what  to  do. 

"REPORT  OF  COMMITTEE. 

"C.  C.  Rounds,  chairman  of  the  ('mmniltoe  on 
Resolutions,  reported  the  following,  whirh  were 
adopted :  - 

"Resolved,  That  some  syst »m  of  rxamination  and  certifi- 
cating teachers,  that  shall  IM-  rflVrtivr  in  securing  qu:i 
teachers  for  all  grades  uniform  throughout  the  State,  and  .-hall 
carry  with  it  an  authority  recognized  throughout  the  Sta 
absolutely  necessary  to  any  marked  advance  in  public  in- 
struction. 

"  Resolved,  That  a  course  of  study  for  all  our  common 
schools,  such  as  \\  ill  admit  of  a  regular  graduation  therefrom, 
is  of  the  greatest  importance,  and  we  would  recommend  to 
all  concerned  in  the  management  of  such  schools  an  exami- 
nation of  Wade't  system  of  graduation,  in  West  Virginia.'1 


LECTURE  IX. 

THE   GRADUATING    SYSTEM    SUITED    TO    THE    PRIMARY 
SCHOOLS   OF   CITIES   AND   TOWNS. 

THOUGH  the  avowed  aim  of  the  plan  which  I 
have  been  presenting  is  the  improvement  of  country 
schools,  the  system  is  admirably  adapted  to  the 
primary  schools  of  cities  and  towns.  In  support  of 
this  declaration  I  offer  the  testimony  of  a  distin- 
guished educator,  who  has  seen  the  system  thoroughly 
tested  in  the  primary  schools  of  a  great  city.  Hon. 
John  D.  Philbrick,  of  Boston,  in  a  letter  dated 
Feb.  28,  1879,  which  I  have  already  presented,  in 
speaking  of  the  graduating  system,  says :  "  In  its 
application  to  city  schools  the  plan  is  not  novel. 
The  system  of  classification  and  graduation  has  been 
in  operation  in  the  common  schools  of  this  city  from 
time  immemorial.  About  ten  years  ago  the  diploma 
feature  was  added,  and  it  has  produced  excellent 
results." 

While  Boston  and  several  other  cities  and  towns 
have  adopted  this  system  in  primary  schools,  the 
plan  is  by  no  means  universal. 

When  we  consider  the  fact  that  in  cities  and  towns 
most  of  the  youth  leave  school  before  they  have 


132       GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

finished  the  higher  courses  of  study,  and  a  majority 
of  them  before  they  have  accomplished  even  the 
common  branches,  it  is  evident  that' there  i-  n«-< -d 
of  a  popular  plan  which  will  induce  pupils  to  remain 
in  school  until  a  course  of  study  of  some  kind  is 
completed.  However  desirable  it  may  be  to  1 
the  masses  highly  cultured,  it  is  not  absolutely 
necessary,  neither  is  it  at  present  possible  even  in 
cities,  for  all  to  obtain  a  high-school  education.  A 
fair  knowledge  of  the  common-school  branches  is 
a  necessity,  and  it  is  the  duty  of  educators  every- 
where to  see  that  all  obtain  this  knowledge.  In 

o 

order  to  accomplish  this  desirable  purpose,  a  more 
popular  element  —  an  clement  that  will  move  the 
masses  —  must  be  introduced  into  the  public  schools 
of  cities  and  towns.  The  laboring  elates,  especially, 
should  be  enlisted  in  the  cause  of  popular  education. 
Parents  and  pupils  must  be  in-p:red  \\itii  a  /eal  in 
favor  of  a  thorough  common-school  education;  and 
this  can  bo  readily  accomplished  under  the  graduat- 
ing system. 

The  schools  of  cities  and  towns,  being  graded,  and 
having  the  advantages  of  thorough  supervision, 
already  prepared  for  the  introduction  of  this  plan. 
All  that  is  wanted  in  such  cases  is  an  arrangement 
to  graduate  pupils  in  the  common  branches,  as  well 
as  in  the  higher  courses  of  study.  The  graduating 
exercises  of  the  common-school  department  should 
bo  made  as  popular  as  possible.  An  annual  cata- 
logue of  each  ward  school  should  be  published  and 


SUITED   TO   CITIES   AND   TOWNS.  133 

placed  in  every  interested  family.  The  names  of 
graduates  and  undergraduates  in  the  common-school 
course  should  occupy  a  prominent  place  in  this 
catalogue.  The  student  of  human  nature  can  con- 
ceive of  the  influence  which  this  catalogue  will  exert 
in  leading  pupils  to  complete  a  course  of  study,  and 
in  prompting  parents  to  take  a  deeper  interest  in 
the  educational  work. 

But  the  best  work  of  this  system  remains  to  be 
seen  after  the  school  period  is  ended.  The  impetus 
given  by  habits  of  study,  in  this  course  of  training  in 
the  common  branches,  not  only  causes  pupils  to 
remain  longer  in  school  than  they  otherwise  would 
do,  but  tends  to  keep  up  through  life  better  modes 
of  thinking.  Alumni  associations,  for  the  mutual 
improvement  of  those  who  have  graduated  in  the 
common  branches,  should  be  organized  in  every 
ward  in  the  city.  In  addition  to  the  public  perform- 
ances at  the  annual  meetings,  these  associations  should 
be  organized  into  reading  societies  of  the  common 
people,  where  pure  literature,  taking  the  place  of  the 
sensational  newspaper  of  the  baser  sort,  would  form 
the  mental  food  for  the  masses,  thereby  turning  the 
current  of  popular  th'ought  into  purer  channels. 

The  pioneer  thinkers  of  the  present  day  are  begin- 
ning to  inquire  whether  it  would  not  be  to  the  best 
interests  of  society  to  provide,  under  the  public- 
school  system,  in  all  our  great  cities,  for  supplying 
young  people,  even  after  they  leave  school,  with 
suitable  reading  matter.  I  am  not  aware  that  any 


134      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

public  journal  has  taken  ground  in  favor  of  such  ;m 
advanced  movement ;  but  the  need  of  something  of 
this  kind  is  clearly  seen  in  the  following  extract  from 
an  editorial  in  the  March  number,  1880,  of  the 
"Atlantic  Monthly."  In  speaking  of  public  schools, 
the  editor  says:  "Long  experience  has  proved  that 
it  is  a  doubtful  blessing  to  teach  a  man  to  KM,!. 
then  turn  him  upon  the  world  to  pick  up  such  further 
education  as  the  cheap  literature  of  irreat  cities  affords. 
The  immense  sale  of  sensational  newspapers  of  the 
worst  class  proves  tin-  Tact,  and  is  admitted  to  be 
one  of  the  most  thrcatenin«r  signs  of  the  times." 

The  best  interests  of  society,  when  left  un< -ami  for 
by  the  law-maker,  must  l>e  provided  for  by  the 
philanthropist,  and  this  want  of  reading-matter  is 
met  in  largo  cities  by  public  libraries;  but  public 
libraries  avail  nothing  unless  they  reach  the  people. 
What  wo  most  need  in  this  direction  at  prex-nt,  in 
towns  and  cities,  is  a  supplement  to  our  public-school 
system  for  holding  young  people  together  aa  >tudcni>, 
in  organized  bodies,  ;ifter  they  leave  school.  In 
order  to  meet  this  want,  the  graduating  system, 
should  be  adopted  and  carefully  carried  out  in  all  the 
common  schools  of  cities  and  towns. 


LECTURE  X. 

THE  GRADUATING  SYSTEM  CONSIDERED  AND  COM- 
MENDED BY  THE  NATIONAL  EDUCATIONAL  ASSO- 
CIATION. 

FINDING  in  the  spring  of  1879  that  the  graduating 
system  was  receiving  from  the  press  and  the  people 
of  other  States  where  it  had  been  presented  the  same 
popular  favor  which  had  attended  it  in  West  Vir- 
ginia, I  sent  a  copy  of  my  official  report  to  Hon. 
John  Hancock,  of  Dayton,  Ohio,  who  was  then  presi- 
dent of  the  National  Educatioal  Association,  asking 
his  opinion  of  the  system.  In  his  response,  bearing 
date  April  8,  1879,  he  says :  - 

"  I  have  read  your  report  with  much  interest,  and 
most  heartily  commend  your  graduating  system  for 
primary  schools  as  worthy  the  consideration  of  edu- 
cators throughout  the  country.  I  make  no  question 
that  the  system  will  serve  a  very  valuable  purpose  in 
stimulating  youth  to  greater  exertions  in  study,  and 
at  once  prove  an  incentive  to  the  acquisition  of 
knowledge  both  effectual  and  healthy.*' 

President  Hancock,  after  expressing  an  earnest 
desire  that  this  system  should  be  presented  at  the 
next  meeting  of  the  National  Educational  Association, 


136      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

to  be  held  in  Philadelphia  the  29th,  30th,  and  31st  of 
the  following  July,  further  says  :  — 

R Our  programme  for  the  general  meetings  of  the 
National  Association  was  about  completed  when 
wrote-  me;  but  it  is  possible  there  nriv  In-  a  vacant 
place  on  the  programme  of  the  Elementary  dej 
inent,  which  would  be  a  good  place  for  the  presenta- 
tion of  this  topic.  I  shall  write  t<>  the  gentleman  at 
the  head  of  that  department  at  once,  to  ascertain 
whether  such  be  the  case  ;  and  in  0086  there  i-,  will 
recommend  him  to  open  a  correspondence  with  you. 
The  head  of  this  department  is  Professor  (I.  P. 
Brown,  of  Toledo,  Ohio." 

Soon  after  this  I  received  a   letter  0,1  thi-  sn! 
from  Professor  Brown,  of  Toledo,  in  which  he 
"The  subject  is  an  important  one,  and  I  will  give  it 
a  place  on  the  programme  if  I  e:m." 

At  a  later  date  I  received  a  letter  from  the  in- 
dent, asking  me  if  I  would  accept  a  place  upon  the 
programme  for  the  presentation  <•!'  t!ii-  >ul»jeet.  In 
accordance  with  this  invitation  1  prepared  and  read  a 
paper  entitled  "A  Graduating  System  for  Country 
Schools."  On  the  following  day,  July  31,  1879, 
the  General  Association  adopted  a  resolution,  of 
which  the  following  is  an  official  copy  :  — 

"At  the  eighteenth  annual  meeting  of  the  National 
Educational  Association,  held  in  the  city  of  Phila- 
delphia on  July  29,  30,  and  31,  1879,  a  resolution 
presented  by  Superintendent  A.  L.  Wade,  of 
Morganntbw,  West  Virginia,  was,  on  motion  of 


THE   GRADUATING   SYSTEM   COMMENDED.         137 

President  G.  P.  Hays,  of  Washington,  Pennsylvania, 
amended,  and  passed  by  the  Association  :  — 

"  Resolved,  That  the  attention  of  State  superintendents  o* 
public  instruction  throughout  the  United  States  be  called  to 
the  propriety  of  adopting  a  graduating  system  for  country 
schools.  Attest: 

"W.  D.  HESTKLE, 

Sec.  Nat.  Ed.  Asso." 


LECTURE  XI. 

OBJECTIONS  TO  THE  GRADUATING  SYSTEM   CONSIDERED 
AND  ANSWERED. 

I  PROPOSE  in  this  lecture  to  consider  and  answer 
such  objections  as  have  been  urged  against  the  <rrad- 
uating  system  for  country  schools.  From  what  I 
have  observed  in  the  foremost  educational  journals, 
from  what  I  have  seen  in  the  opinions  of  leading 
educators,  and  from  what  I  have  learned  in  my  asso- 
ciations with  the  people,  I  conclude  that  the  principal 
objections  to  this  system  consist  of  four  elements, 
namely :  — 

1.  The  graduating  system  may  produce  too  much 
excitement,  and  place  too  heavy  a  strain  upon  child- 
hood. 

2.  The  graduating  system  may  encourage  cram- 
ming, and  not  furnish  true  education. 

3.  The  graduating  system  cannot  be  successfully 
carried  out  without  thorough  school  supervision. 

4.  Graduation  may  lead  the  pupil  to  conclude 
that  he  has  learned  all,  and  thereby  cause  him  to 
cease  to  study. 

In  attempting  to  answer  the  first  objection,  I  desire 
to  repeat  what  I  have  heretofore  stated,  that  under 
this  system  none  but  the  older  and  more  advanced 
pupils  are  permitted  to  have  their  names  entered  for 


.     OBJECTIONS  TO  THE  GRADUATING  SYSTEM.       139 

graduation.  Close  observation  leads  me  to  conclude 
that  it  is  safe  to  allow  a  healthful  pupil,  ten  or  twelve 
years  of  age,  who  has  already  made  a  fair  start  in 
study,  to  undertake  to  complete  the  common  branches 
in  four  years.  It  is  true  that  under  this  system  the 
younger  pupils  look  forward  with  great  interest 
to  the  time  when  their  names  will  appear  in  the 
catalogue.  This  interest,  however,  is  entirely  pleas- 
urable ;  and  it  requires  no  argument  to  prove  to  intel- 
ligent people  that  a  considerable  degree  of  pleasur- 
able stimulus  is  more  healthful  for  pupils  than  painful 
confinement  in  the  school-room,  without  sufficient 
motives  to  study.  This  objection  to  the  graduating 
system,  when  applied  to  country  schools,  which  arc 
kept  open  in  many  places  less  than  half  the  year, 
where  pupils  have  plenty  of  pure  air  and  exercise, 
is  but  a  feeble  argument.  It  may  be  urged  with 
greater  force  against  the  graduating  system  in  col- 
leges, academies,  and  all  schools  of  high  order,  which 
are  kept  open  nine  or  ten  months  of  the  year,  and 
where  pupils  have  but  little  exercise  in  the  open  air. 

In  attempting  to  answer  the  second  objection  to 
this  system,  I  wish  to  call  attention  to  the  several 
modes  of  conducting  examinations  of  graduating 
classes  in  country  schools.  So  far  as  official  reports 
have  thrown  light  upon  this  subject,  three  methods 
have  been  adopted,  namely  :  — 

1.  Examinations  and  commencement  exercises, 
conducted  by  the  county  superintendent,  are  held  at 
several  points  in  each  county. 


140      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

2.  An    examination   with  commencement    exer- 
cises, conducted  by  the  superintendent,   is   held   at 
the  county  seat. 

3.  Questions  on  the  various  branches  are  pre- 
pared by  the  superintendent,  and  sent,  under 

to  each  teacher ;  a  written  examination  is  conducted 
on  the  same  day  in  each  school  throughout  the 
county;  examination  papers  arc  sent  to  the  county 
superintendent,  who  inspects  and  marks  them  ;  and 
at  a  commencement  exercise  subsequently  held  at 
the  county  seat,  the  superintendent  Brants  diplomas 
to  those  who  are  found  worthy  of  thrin. 

In  all  three  of  the  modes  named,  the  county  suj 
intcndent  either  prepares  the  questions  or  condad 
exercises.  It  is  evident  to  every  thoughtful  t< •:;« -In  r 
and  pupil,  that  cramming  is  poor  preparation  for 
examination,  when  it  is  known  that  a  stranger  will 
prepare  the  questions  and  conduct  the  exercises.  In 
all  schools  of  high  order  where  the  instructors  them- 
selves examine  the  graduating  classes,  the  cramniinir 
or  pouring-in  system  could  be  more  successfully  car- 
ried out,  without  detection,  than  it  could  bo  under 
a  graduating  system  in  country  schools. 

I  come  now  to  consider  the  third  objection  to  ; 
system;  viz.,  "It  cannot  be  successfully  carried  out 
without  thorough  school  supervision."  The  evidence 
of  educational  experts  who  have  testified  upon  this 
subject  proves  the  tnith  of  this  charge,  and  I  will 
not  attempt  to  deny  it.  Instead,  however,  of  this 
being  an  objection  to  the  system,  it  is,  in  the  judg- 


OBJECTIONS  TO  THE    GRADUATING  SYSTEM.       141 

mcnt  of  many,  an  argument  in  its  favor.  It  proves 
that  the  system  has  the  ring  of  business  about  it. 
No  joint  company  composed  of  sensible  stockholders 
could  be  induced  to  employ,  from  year  to  year,  two 
or  three  hundred  laborers  or  operatives,  without 
placing  over  them  a  skilful  superintendent.  Skilful 
supervision  is  everywhere  regarded  essential  in  all 
matters  of  business,  and  is  universally  acknowledged 
to  be  absolutely  necessary  in  schools  of  high  order. 
Then,  if  every  college  must  have  its  president,  if 
every  high  school  must  have  its  principal,  if  every 
extensive  firm  or  factory  must  have  its  manager,  why 
leave  the  schools  of  the  masses  in  the  hands  of  young 
and  inexperienced  teachers  without  thorough  super- 
vision? If  want  of  skilful  supervision  in  a  cotton 
factory  will  produce  bankruptcy,  what  may  we  expect 
from  the  same  course  in  the  common  schools  of  a 
county  ?  The  fact  that  the  necessity  for  supervision 
in  country  schools  is,  in  many  places,  at  this  time, 
unsettled,  is  proof  that  these  schools  have  not  been 
conducted  upon  a  business  basis ;  and  the  fact  that 
the  graduating  system  for  country  schools  cannot  be 
successfully  carried  out  without  thorough  school 
supervision,  is  a  strong  argument  in  its  favor. 

In  conclusion,  I  invite  your  attention  to  the  fourth 
and  last  objection  to  the  graduating  system  ;  namely, 
"  Graduation  may  lead  the  pupil  to  conclude  that  he 
has  learned  all,  and  thereby  cause  him  to  cease  to 
study."  This  objection,  which  is  not  offered  by  edu- 
cators, but  by  some  parents  who  have  not  seen  the 


142      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

system  tested,  reminds  me  of  the  story  of  little  Johnny 
Kay.  Johnny,  it  seems,  had  learned  his  letters  under 
the  old  ABC  method,  without  having  any  intimation 
from  the  teacher  that  these  letters  are  the  keys  to 
unlock  the  storehouses  of  knowledge.  The  story  Ls 
rendered  ill  rhyme,  after  this  fashion :  — 

„"  He  did  n't  like  to  go  to  school, 

He  only  wished  to  play ; 
A  lesson  was  a  dreadful  thing 
To  little  Johnny  Ray. 

"  The  letters  of  the  alphabet 

Seemed  hard  as  hard  could  be ; 
He  toiled  and  fretted  from  great  A 
Way  down  to  little  z. 

"  But  work  will  win.    He  conquered  all 

At  last  from  Ato\. 
Then  like  a  victor  home  he  marched, 
The  primer  in  his  hand. 

" '  I  shall  not  have  to  go  to  school,' 

Said  Johnny,  *  any  more! ' 
And,  like  a  colt  from  harness  free, 
He  capered  on  the  floor. 

"  l  Why  not? '  asked  kind  papa,  and  held 

The  boy  with  kite  and  ball; 
He  answered  with  an  air  assured, 
4  Because  I  've  learned  it  all  I ' " 

Johnny's  joy  at  his  success  was  natural.  It  was  the 
feeling  of  one  who  had  completed  an  undertaking. 
His  pleasure,  however,  would  have  been  much 
greater,  his  dislikQ  for  school  would  have  been  much 


OBJECTIONS  TO  THE  GRADUATING  SYSTEM.        143 

less,  and  his  conclusions  would  have  been  widely 
different,  if  he  had  been  taught  under  more  modern 
methods.  The  time  was  when  country  people  in 
some  places  regarded  graduation  as  an  end  of  study ; 
but  this  view  of  the  subject  is  now  considered  by 
most  persons  as  ludicrous  as  the  conclusions  of  little 
Johnny  Ray. 

Experience  has 'proven  that  habits  of  study  formed 
while  pursuing  a  course  for  graduation  are  likely 
to  last  through  life.  Alumni  associations,  holding 
annual  meetings  for  the  mutual  improvement  of  those 
who  have  graduated  in  country  schools,  are  likely  to 
ripen  into  reading  societies,  and  thereby  to  greatly 
increase  the  general  intelligence  of  the  common 
people. 

I  have,  in  the  course  of  these  lectures,  presented 
the  needs  of  our  country  schools  and  the  aims  of  the 
graduating  system ;  I  have  defined  the  graduating 
system  and  shown  the  mode  of  its  application ;  I 
have  given  a  history  of  its  origin,  trials,  triumphs, 
and  growth ;  I  have  taken  the  official  testimony  of 
superintendents  in  three  several  States  who  have 
tried  the  system ;  I  have  reported  the  action  of  the 
National  Educational  Association  calling  the  atten- 
tion of  State  superintendents  to  the  propriety  of  its 
adoption ;  I  have  proven  that  the  plan  is  suited  to 
the  primary  schools  of  cities  and  towns  ;  and  I  have 
considered  and  answered  such  objections  as  have 
been  urged  against  the  system.  In  subsequent  lec- 
tures I  propo  e  to  discuss  various  subjects  of  vital 
importance  to  the  educational  work  of  the  country. 


LECTURE  XII. 

COUNTRY   SCHOOL-HOUSES.  —  NEED    OF   A  NATIONAL 
ARCHITECT. 

THE  country  school-house  is  one  of  the  most  im- 
portant elements  in  our  educational  work.  It  is  idle 
to  expect  the  highest  progress  in  public  education, 
even  under  the  most  thorough  teachers,  if  school- 
houses  are  so  arranged  as  to  render  pupils  unhealthy 
or  unhappy.  The  most  earnest  teachers  ami  t  he  most 
interesting  text-hooks  "become  MS  sounding  1  trass  or 
tinkling  cymbals"  in  school-moms  which  are  imper- 
fectly heated  or  improperly  ventilated.  Mental 
growth,  like  vegetable  growth,  is  largely  dependent 
upon  surrounding  circumstances. 

Farmers  are  familiar  with  the  fact  that  warmth, 
sunlight,  and  showers  are  essential  to  the  growth  of 
grass  and  grain.  They  are  aware  that  the  greatest 
industry  on  the  part  of  the  laborer  can  never  make 
up  for  the  want  of  these  elements,  and  that  the  appli- 
cation of  the  most  powerful  fertilizers,  in  the  absence 
of  these  essentials,  is  simply  waste  of  time  and  money, 
as  such  soil  can  produce  at  best  only  short-lived, 
sickly  plants. 

Millions  of  money  have  been  expended  in  efforts 


COUNTRY   SCHOOL-HOUSES.  145 

to  educate  the  masses  under  circumstances  not  less 
forbidding  than  would  be  an  attempt  to  raise  grain  in 
a  forest.  Careful  thinkers  and  close  observers  agree 
that  ill-arranged  school-houses  have,  in  times  past, 
not  only  restrained  mental  growth,  but  greatly  im- 
paired public  health. 

It  is  confidently  believed,  however,  that  a  better 
day  has  already  dawned.  Never  in  the  past  history 
of  public  education  was  there  so  general  an  effort, 
as  at  present,  to  render  school-houses  healthful,  con- 
venient, and  handsome.  Men  of  means  are  offering 
liberal  rewards  to  architects  for  the  most  suitable  plans 
for  public  school  buildings ;  and  the  wisest  business 
men  are  taking  ground  that  it  pays  a  county,  State, 
or  country  to  construct  school-houses  with  a  proper 
regard  to  style  and  finish,  as  well  as  to  comfort  and 
convenience. 

The  publishers  of  the  "  Sanitary  Engineer,"  New 
York,  recently  offered  the  sum  of  $500,  in  four  prizes, 
to  be  paid  to  the  parties  submitting  the  four  best 
designs  for  a  public  school-house.  The  desire  of  the 
publishers  offering  these  prizes  was  to  obtain  a  plan 
for  a  school  building  which  would  have  an  abundance 
of  fresh  air  and  no  drafts ;  plenty  of  light,  without 
the  least  glare ;  and  suitable  apparatus  for  warming 
alike  every  part  of  the  room  early  in  the  morning,  and 
never  to  get  too  hot  or  too  cold  at  any  part  of  the 
day .  Over  one  hundred  and  eighty  plans  were  placed 
on  exhibition  at  the  Academy  of  Design,  New  York, 
in  response  to  the  competition  instituted  by  the  offer 
10 


146      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

of  these  prizes.  These  plans  were  in  the  highest  sense 
representative,  having  been  contributed  by  architects 
from  all  parts  of  the  Union,  and  also  from  Canada, 
and  one  from  a  Japanese  architect.  These  designs 
were  examined  by  a  committee  appointed  for  that 
purpose,  and  the  several  prizes  were  awarded  as 
follows  :  The  first  prize,  $250,  was  awarded  to  Arthur 
T.  Mathews,  of  Oakland,  California;  the  second, 
$125,  to  Samuel  F.  Thayer,  of  Boston ;  the  third,  $75, 
to  H.  C.  Koch  &  Co.,  of  Milwaukee  ;  and  the  fourth, 
$50,  to  R.  G.  Kennedy,  of  Philadelphia. 

Accompanying  the  report  of  this  committee  are 
several  vital  recommendations,  from  which  I  select 
the  following : — 

1 .  "In  each  school-room  not  less  tha n  fifteen  square 
feet  of  floor  area  should  be  allotted  to  each  pupil. 

2.  "In  each  school-room  the  window  space  should 
not  be  less  than  one  fourth  of  the  floor  space,  and  the 
distance  of  the  desk  most  remote  from  the  window 
should  not  be  more  than  one  and  one  half  times  the 
height  of  the  top  of  the  window  from  the  floor. 

3.  "The  height  of  a  school-room  should  never 
exceed  fourteen  feet. 

4.  "The  provisions  for  ventilation  should  be  such 
as  to  provide  for  each  person  in  a  school-room  not  less 
than  thirty  cubic  feet  of  fresh  air  per  minute,  which 
amount  must  be  introduced  rrnd  thoroughly  distributed 
without  creating  unpleasant  draughts,  or  causing  any 
two  parts  of  the  room  to  differ  in  temperature  more 
than  20°  F.,  or  the  maximum  temperature  to  exceed 


COUNTRY   SCHOOL -HOUSES.  147 

70°.  This  means  that  for  a  school-room  to  contain 
fifty-six  pupils,  twenty-eight  cubic  feet  of  air  per 
second  should  be  continuously  furnished,  distributed, 
and  removed  during  school  sessions.  The  velocity 
of  the  incoming  air  should  not  exceed  two  feet  per 
second  at  any  point  where  it  is  liable  to  strike  on  the 
person. 

5.  "  The  heating  of  the  fresh  air  should  be  effected 
either  by  hot  water  or  by  low  pressure  steam. 

6.  "The  fresh- air  should  be  introduce'!  near  the 
windows ;  the  foul  air  should  be  removed  by  flues  in 
the  opposite  wall." 

This  act  of  the  publishers  of  the  "Sanitary  Engi- 
neer" is  a  step  in  the  right  direction,  and  is  worthy  of 
great  praise.  Nearly  two  hundred  architects,  embra- 
cing various  nationalities,  have  thus  been  led  to  use 
their  highest  skill  in  producing  plans  for  a  sanitary 
school-house. 

Want  of  attention  to  the  laws  of  life,  in  the  educa- 
tion of  our  young  people,  is  threatening  to  make  us 
a  nation  of  invalids ;  and  the  public  health  depends 
more  upon  the  condition  of  our  country  school-houses, 
and  upon  the  instructions  given  therein,  than  upon 
all  other  causes  combined.  Nature  has  laid  down  a 
law  of  life  which  has  no  exceptions,  namely,  Warm 
ft-et  and  a  cool  head  are  esseriial  to  good  health ,  and 
indispensable  to  mental  growth. 

We  may  just  as  reasonably  expect  to  raise  cotton 
in  a  cold  climate,  as  to  hope  for  good  health  when 
our  hands  and  feet  are  constantly  cold ;  and  it  is  quite 


148      GRADUATING   SYSTEM  FOR   COUNTRY   SCHOOLS. 

as  reasonable  to  suppose  that  an  artist  can  produce  a 
fiVst-class  photograph  when  his  chemicals  are  impure, 
as  to  expect  the  brain  to  perform  high  work  when 
the  blood  is  chilled  in  its  course  every  time  it  reaches 
the  extremities.  Bathing  the  extremities  in  tepid 
water  will  often  ward  off  an  attack  of  disease ;  and 
some  of  the  foremost  writers  of  the  present  century 
have  done  their  finest  thinking  while  their  feet  rested 
in  a  vessel  of  warm  water. 

When  we  remember  that  heated  air  always  rises, 
we  will  at  once  see  that  it  is  not  an  easy  matter  to 
avoid  violating  the  law  of  life,  by  heating  the  head 
at  the  expense  of  the  feet.  An  eccentric  educator 
has  suggested  as  a  remedy,  that  pupils  bo  required  to 
stand  on  their  heads.  The  common-sense  plan,  how- 
ever, is,  to  place  the  heat  near  the  floor,  where  it  is 
needed. 

The  almost  universal  plan  of  heating  country 
school-houses  by  stoves  has  done  much  to  impair 
public  health.  It  is  generally  conceded  that  lu-at 
generated  by  a  stove  is  not  healthful ;  but  even  if  it 
were,  it  is  too  far  from  the  floor,  and  is  not  equally 
distributed  throughout  the  room.  It  is  like  attempt- 
ing to  warm  your  feet  of  a  cold  night,  by  placinir  a 
hot  brick  at  your  back.  I  have  visited  schools  where 
the  atmosphere  which  the  pupils  were  breathing 
seemed  to  me,  when  I  entered,  almost  as  hot  as  a  fur- 
nace, and  yet  I  observed,  some  distance  from  the 
stove,  ice  formed  upon  the  floor.  It  requires  no 
argument  to  prove  that  pupils  can  neither  enjoy  good 


COUNTRY    SCHOOL-HOUSES.  149 

• 

health,  nor  make  fair  progress  in  their  studies,  if  their 
heads  are  at  fever  heat  and  their  feet  at  the  freezing 
point. 

In  winter,  the  time  when  our  country  schools  are 
in  session,  many  pupils  come  with  feet  damp,  and 
cannot  become  comfortable  if  they  at  once  take  their 
places  far  from  the  fire.  It  is  certainly  undesirable 
to  have  pupils  crowding  about  the  stove  striving  to 
warm  themselves,  but  they  must  be,  in  some  way, 
rendered  comfortable,  or  they  cannot  successfully 
recite  or  study  their  lessons.  Some  teachers  require 
all  pupils  to  take  their  places  as  soon  as  they  enter  the 
school-room,  and  allow  no  changing  of  seats  during 
the  day.  In  order  to  warm  those  wrho  are  farthest 
from  the  fire  the  stove  is  made  red  hot,  and  those  who 
sit  near  it  are  almost  roasted.  It  is  not  an  easy  matter 
to  estimate  the  amount  of  suffering  endured  by  the 
young  people  of  the  country,  in  a  single  session,  for 
want  of  a  common-sense  plan  for  heating  our  school- 
rooms. 

If  we  go  to  Nature,  asking  how  we  ought  to  warm 
our  school-houses,  she  will  point  to  her  plan  for 
warming  the  body, — the  circulation  of  the  blood. 
The  fact  that  Nature  uses  circulating  fluids  for  warm- 
ing the  bodies  of  both  men  and  animals,  is  a  clear 
intimation  that  this  is  her  choice  method ;  and  it  is 
strange  indeed  that  we  have  been  so  slow  in  taking 
this  hint  which  she  has  given  us.  The  stove  method 
of  warming  school-houses  is  as  if  Nature  had  kindled 
somewhere  in  the  body  a  single  fire  sufficient  to  warm 


150      GRADUATING    SYSTEM   FOR  COUNTRY   SCHOOLS. 

• 

the  extremities.  Our  present  knowledge  of  Nature's 
laws  leads  us  to  the  conclusion  that  such  an  arrange- 
ment would  have  rendered  the  body  rather  uncom- 
fortable. 

The  nearest  approach  to  Nature's  plan,  that  has  yet 
been  reached,  is  the  method  of  heating  by  hot  water 
carried  through  pipes  to  all  parts  of  the  room.  K\- 
amplcs  of  this  method  may  be  seen  in  first-class  cars 
on  any  of  our  leading  railroads.  Hot- water  pipes  at 
the  feet  of  each  passenger,  even  in  the  coldest 
weather,  render  all  parts  of  the  car  equally  comfort- 
able. 

Iloatinir  large  buildings  by  hot  water  has  been  a 
popular  plan  for  some  time  past,  but  its  application 
in  a  single  room  is  of  recent  origin,  and,  so  far  as  I 
am  aware,  it  has  never  been  introduced  into  country 
school-houses.  So  little  has  been  said  on  the  sub- 
ject of  introdueing  this  method  of  heating  country 
school-houses,  that  I  propose  to  give  some  of  the 
circumstances  which  led  me  to  conceive  and  favor  its 
universal  adoption. 

In  the  month  of  January,  1880,  with  cold  extrem- 
ities, I  entered  a  palace  car  on  the  Pennsylvania 
Railroad.  Force  of  habit  led  me  to  draw  near  to  the 
stove  for  the  purpose  of  warming  myself.  An  ac- 
quaintance tapped  me  on  the  shoulder  and  invited  me 
to  take  a  seat  with  him  in  the  other  end  of  the  car, 
stating,  at  the  same  time,  that  I  could  warm  my  feet 
by  the  pipes  better  than  by  the  stove.  Seating  my- 
self by  the  side  of  my  friend,  and  placing  my  feet 


COUNTRY  SCHOOL-HOUSES.  151 

upon  the  pipe  which  passed  under  the  seat  in  front 
of  me,  I  soon  found  myself  quite  comfortable.  I  had 
frequently  travelled  in  cars  warmed  in  this  way,  but 
never  before  had  I  so  fully  appreciated  the  comfort 
and  convenience  of  such  an  arrangement. 

I  soon  reached  the  end  of  my  journey,  bade  adieu 
to  my  friend,  and  left  the  train,  but  the  recollection 
of  that  heating  apparatus  lingered  in  my  mind.  I 
said  to  myself,  what  a  blessing  it  would  be  to  our 
race  if  this  beneficent  arrangement  could  have  a 
universal  application.  Quick  as  thought,  the  idea  of 
its  application  in  country  school-houses  and  country 
churches  flashed  upon  my  mind. 

Determined  to  carefully  consider  the  feasibility  of 
heating  a  single  room  by  hot  water,  I  opened  a  cor- 
respondence with  a  first-class  engineer,  manager  for 
an  extensive  establishment,  manufacturing  "heating 
and  ventilating  apparatus,"  in  a  great  city.  Without 
indicating  the  cause  which  led  me  to  make  the  in- 
quiry, I  simply  asked  the  engineer  if  his  establish- 
ment could  furnish  an  apparatus  for  heating,  by  hot 
water,  a  single  room  twenty-eight  by  thirty-six  and 
twelve  feet  high ;  and  if  so,  what  would  be  the  cost 
of  such  apparatus.  In  response  to  my  inquiries,  the 
engineer  wrote  me,  under  date  of  Feb.  3,  1880,  as 
follows :  — 

"  Our  regular  car- warmer  would  warm  the  space  you 
name  very  nicely,  and  would  be  very  economical  as 
regards  fuel ,  burning  about  one  peck  of  hard  coal  in 
six  hours,  and  keeping  a  steady,  even  heat.  Our 


152      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

price  for  the  car-warmer,  with  everything  complete, 
pipes,  fittings,  valves,  etc.,  ready  to  set  up,  is  $325. 
The  above  is  the  cheapest,  and  in  fact  only  thing 
we  have  suitable  to  warm  as  small  a  space  as  you 
name.  You  could  heat  four  rooms  for  a  small 
advance  on  that." 

Finding  that  the  cost  of  this  heating  apparatus  would 
be  a  hindrance  to  its  introduction,  and  believing  that 
the  price  could  be  greatly  reduced,  and  desiring 
information  on  other  points  connected  with  this  plan, 
I  wrote  again  to  the  same  party.  His  response, 
dated  Feb.  20,  1880,  was  as  follows:  — 

"  You  are  correct  as  regards  price  being  greatly 
reduced  if  it  could  be  introduced  simulanteously 
into  a  number  of  buildings.  For  warming  rooms  of 
the  size  you  mention  hot  wnter  is  eheaper  than  any 
steam  apparatus  that  could  bo  used,  and  is  a  posit i\v 
and  even  heat,  and  can  be  regulated  to  any  <1< 
required.  Your  best  plan  for  ventilating  as  well  as 
wanning  your  school-houses  would  be  by  indir. «  i 
radiation,  that  is,  place  the  apparatus  in  cellar  of 
building.  This  system  is  a  little  more  cxprn>ivr 
than  direct  radiation,  but  it  keeps  the  air  pure  and 
ehanges  the  entire  air  in  a  room  every  few  minutes. 
The  cheapest  way  would  be  to  place  the  car  stove  in 
one  corner  of  the  school-room,  and  run  pipes  horizon- 
tally under  the  windows;  owe  coil  arranged  so  fresh 
air  from  outside  could  pass  over  it,  become  warmed, 
and  discharge  into  room  through  a  grating  or  register, 
and  the  foul  air  exhausted  through  a  chimney-flue, 


COUNTRY  SCHOOL-HOUSES.  153 

with  a  register  or  grating  at  bottom  near  the  floor. 
This  would  serve  to  ventilate  as  well  as  warm." 

I  will  not  attempt  to  give  a  minute  description  of 
this  heating  apparatus.  It  may  be  seen  and  studied 
in  any  first-class  car  on  most  of  our  leading  railroads. 
I  will  say,  however,  that  it  is  not  a  machine, but  sim- 
ply a  stove  with  an  arrangement  for  heating  water, 
and  sending  it  on  a  circuit  to  all  parts  of  the  room, 
and  returning  it  to  be  heated  again.  It  is  as  simple 
as  an  ordinary  suction  pump,  used  by  our  farmers  all 
over  the  land,  and  it  is  so  constructed  that  fire  is  the 
only  force  needed.  A  careful  inspection  of  this 
apparatus  will,  I  believe,  convince  any  candid  man 
that  it  maybe  manufactured  and  sold  at  a  price  which 
will  make  its  introduction  into  country  school-houses 
a  matter  of  economy  as  well  as  a  matter  of  comfort. 

If  railroad  companies  find  that  it  pays  them  to 
place  hot-water  pipes  at  the  feet  of  each  passenger, 
are  we  not  justified  in  the  conclusion  that  it  would 
pay  the  people  of  the  country  to  place  hot-water 
pipes  at  the  feet  of  each  pupil?  The  individual,  or 
company,  that  shall  furnish,  at  fair  figures,  an  appa- 
ratus for  heating  country  school-houses  by  hot  water, 
providing  for  thoroughly  healthful  ventilation,  and 
secure  its  introduction  throughout  the  country,  will 
lessen  human  suffering  and  lengthen  human  life. 

The  usual  plan  for  depending  entirely  upon  open 
spaces  at  the  top  of  the  windows  for  ventilation,  is 
certainly  not  the  common-sense  method.  A  moment's 
consideration  ought  to  convince  any  one,  that  if  we 


151      GRADUATING   SYSTEM    FOR   COUNTRY   SCHOOLS. 

wish  to  provide  a  crowded  school-room  with  plenty  of 
pure  air,  we  must  let  the  air  in  low  down,  where  it  is 
needed.  This  we  cannot  do,  in  safety,  unless  we 
have  some  method  of  warming  the  air  before  it  strikes 
the  pupils.  The  plan  of  heating  by  hot  water  fur- 
nishes the  means  of  warming  the  air  as  it  passes  into 
the  room. 

Another  important  matter  which  should  be  care- 
fully considered  in  the  ventilation  of  school-rooms  is 
the  fact  that  a  considerable  portion  of  the  poisonous 
matter  thrown  from  the  lungs  in  breathing,  being 
heavier  than  air,  settles,  and  can  be  best  carried 
away  through  a  chimney  tluc  having  an  opening 
near  the  floor.  It  would  be  better  still  if  this  open- 
ing consisted  of  a  common  fireplace,  in  which  to  keep 
live  coals  constantly  burning. 

Perhaps  the  most  dangerous  impurity  connected 
with  a  crowded  school-room  is  the  effluvia  from  the 
skin.  This  poisonous  matter  settles  upon  the  furni- 
ture and  floor,  and  upon  the  clothing  of  pupils.  It  is 
not,  like  the  gases,  subject  to  the  law  of  diffusion, 
and  the  mere  opening  of  a  door  or  window  will  not 
remove  it  from  the  room.  The  most  successful 
manner  of  removing  this  matter  from  the  furniture 
and  floor  is  by  flushing,  that  is,  by  opening  the  door 
and  the  windows  in  the  front  and  rear,  so  as  to 
secure,  as  far  as  possible,  a  rush  of  air  through  the 
room.  This  can  be  done  best  at  recess  and  noon, 
while  pupils  arc  at  play,  and  it  should  never  be  neg- 
lected. In  order  that  this  work  may  be  well  done, 


COUNTRY   SCHOOL-HOUSES.  155 

there  should  be  a  door  in  the  rear  of  the  room  as  well 
as  in  front,  or  else  the  windows  should  come  down 
almost  or  quite  to  the  floor. 

It  is  idle  to  expect  of  pupils  the  highest  progress, 
even  under  the  most  thorough  teachers,  if  they  are 
not  supplied  with  plenty  of  pure  air.  We  might  as 
well  feed  our  children  on  tainted  meat  and  then  expect 
them  to  enjoy  a  high  degree  of  health,  as  to  crowd 
them  year  after  year  into  badly  ventilated  school- 
rooms, where  they  are  compelled  to  breathe  vitiated 
air,  and  then  expect  them  to  possess  strong  bodies 
and  sound  brains,  —  conditions  which  are  essential 
to  success  in  life. 

It  would  certainly  pay  the  people  of  any  State  in 
the  Union  to  employ  a  first-class  architect,  at  a  fair 
price,  to  devote  at  least  a  part  of  his  time  to  the 
study  of  school  architecture,  and  the  preparations  of 
plans  for  buildings  yet  to  be  erected,  and  to  the 
introduction  of  the  most  approved  methods  of  heat- 
ing and  ventilating  houses  which  have  already  been 
built. 

The  foremost  step  that  could  possibly  be  taken 
would  be  the  appointment  of  a  national  architect, 
who  would  devote  himself  entirely  to  the  study  of 
school  architecture.  We  would  not  be  without  a 
precedent  in  making,  such  an  appointment.  Bel- 
gium, several  years  ago,  employed  one  of  her  best 
architects,  and  gave  him  three  years  to  visit  other 
nations  and  make  the  best  model  of  a  school-house, 
with  the  most  healthful  arrangements  for  heating, 


15G      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

lighting,  and  ventilation.  Thoughtful  educators  who 
visited  our  International  Exhibition  in  1876,  will  long 
remember  the  Belgian  school-room  as  the  highest 
model  of  a  healthful  school-house  on  the  Centennial 
grounds. 

The  propriety  of  appointing  a  national  architect  for 
this  country  is  certainly  worthy  the  consideration  of 
Congress.  It  is  a  matter  that  ought  to  attract  the 
attention  of  our  wisest  statesmen.  If  the  Federal 
government  feels  an  interest  in  the  health,  happiness, 
and  intelligence  of  the  people,  let  Federal  aid  be  used 
for  the  purpose  of  doing  that  which  single  States  can- 
not so  readily  accomplish. 

But  in  the  absence  of  an  official  architect  it  will  pay 
the  people  of  any  county,  where  houses  are  to  be 
erected,  to  procure,  at  reasonable  cost,  the  best  model 
of  a  sanitary  school-house.  Where  school  officers 
are  unwilling  to  expend  money  in  procuring  plans, 
they  should  at  least  consult  the  foremost  teachers 
and  the  most  intelligent  people  upon  this  subject. 
Let  each  new  school-house  represent  the  highest 
architectural  skill  and  the  purest  taste  of  the  most 
cultured  people  of  the  community  in  which  it  stands. 

I  recommend  all  who  are  interested  in  school  archi- 
tecture to  carefully  study  the  suggestions  of  the 
committee  that  awarded  the  prizes  offered  by  the  pub- 
lishers of  the  "  Sanitary  Engineer."  These  sugges- 
tions alone,  if  carefully  carried  out,  would  produce  a 
happy  revolution  in  our  school  architecture. 


LECTURE  XIII. 

FURNISHMENTS    OP   THE    SCHOOL-ROOM. 

THE  school-room  should  be  furnished  with  every- 
thing that  is  essential  to  the  health  and  comfort  of 
teacher  and  pupils.  It  should  also  be  supplied  with 
whatever  is  necessary  to  a  clear  understanding  of  the 
subjects  to  be  studied. 

Perhaps  no  one  thing,  in  the  last  half-century,  has 
done  more  to  popularize  our  public  school  system 
than  improved  school  furniture.  School  officers  who, 
in  this  age,  conclude  that  it  is  economy  to  continue 
the  use  of  the  school  furniture  of  their  fathers,  may  be 
honest  in  their  intentions,  but  they  are  mistaken  in 
their  conclusions. 

If  the  seat  upon  which  a  child  is  placed  the  first 
day  it  attends  school  is  uncomfortable,  it  will  form 
an  unfavorable  opinion  of  the  school-room ;  and  this 
opinion  is  likely  to  grow  with  its  ,  growth  and 
strengthen  with  its  strength.  It  will,  as  a  rule,  have 
but  little  love  for  the  teacher  who  placed  it  in  such 
an  uncomfortable  situation ;  for  there  is  a  law  of  life 
which  leads  us  to  love  those  who  give  us  pleasure, 
and,  if  we  are  not  careful,  we  may  be  led  to  hate 
those  who  give  us  pain. 

No  teacher  is  likely  to  be  popular  unless  he  can 


158      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

command  the  means  which  will  render  his  pupils  com- 
fortable. Let  us  take  a  case  for  the  sake  of  illu>r  ra- 
tion. Suppose  a  school-house  is  so  seated  that  the 
teacher  is  compelled  to  place  small  pupils  on  tall 
benches,  where  their  feet  cannot  touch  the  floor; 
nine  tenths  of  them  will  go  home  and  tell  their 
parents  that  they  don't  like  the  teacher,  when  in 
truth  the  benches  are  to  blame.  Or,  biippo.se  the 
school-house  is  so  seated  that  the  teacher  is  compelled 
to  place  tall  pupils  upon  low  benches,  where,  day  alter 
day,  they  lean  forward  bending  the  breast  bone,  curv- 
ing the  spine,  and  distorting  every  part  of  the  body; 
is  it  not  natural  for  these  pupils,  while  suffering,  to 
cherish  <li>like  lor  the  teacher  who  keeps  them  coniined 
in  this  manner? 

Lessons  studied  while  pupils  are  suffering  leave  no 
lasting  improMons  upon  their  intellectual   nati. 
and  there  is  great  danger,  under  Mich  ciivumMai 
that  they  will  form,  not  only  a  dislike  for  the  teacher, 
hut  a  hatred  of  school  and  an  aversion  to  books. 

AY hilu  it  is  true  that  very  few  country  school- 
houses  of  the  present  day  have  furniture  so  anti- 
quated as  that  used  fifty  years  ago,  many  of  them 
are  provided  with  .-eats  made-  by  a  common  hou-e- 
carpenler.  AYe  do  not  now  think  of  employing  ;i 
carpenter  to  manufacture  seats  even  for  our  dining- 
rooms.  If  wo  wish  to  promote  public  health  and 
h-ippiness,  and  encourage  the  cause  of  univer-.-.l 
education,  we  must  supply  our  school-houses  with 
seats  and  desks  bent  and  shaped  to  suit  the  body. 


FURNISHMENTS    OF    THE    SCHOOL-ROOM.          159 

In  addition  to  seats  and  desks  there  are  many  other 
things  which  are  essential  to  the  school-room.  I  will 
name  some  of  these  essentials  :  — 

1.  Inside  shutters  by  Avhich  light  can  be  let  in  or 
shut  out,  without  interfering  with  ventilation. 

2 .  Black-boards  —  a  plentiful  supply  —  and  eras- 
ers which  will  not  "  raise  the  dust "  every  time  they 
are  used. 

3.  A  clock,  placed  where  all  pupils  can  see  it. 

4.  Two  thermometers,  one  placed  at  the  warm- 
est and  the  other  at  the  coldest  point  occupied  by 
pupils. 

5.  Blocks   for    illustrating    certain    subjects    in 
arithmetic. 

6.  A  good   globe,  to   illustrate   the    shape   and 
motions  of  the  earth,  and  to  show  the  position  of  the 
several  countries  upon  its  surface. 

7.  A  Bible  and  an  unabridged  dictionary,  placed 
side  by  side   upon  the  teacher's  desk,  as  books  of 
reference,  to  be  used  whenever  needed. 

8.  A  sweet-toned  bell  to  call  pupils  from  their 
play,  and  a  still  sweeter  to  call  them  to  their  class 
recitations. 

Numerous  other  things  will  suggest  themselves  to 
the  live  teacher  as  they  are  needed.  All  necessary 
supplies  ought  to  be  provided  by  school  officers,  but 
in  some  sections  of  the  country  many  things  which 
are  needed  must  be  furnished  by  the  teacher,  or  they 
will  be  wanting. 

As  a  high  degree  of  success  in  school  work  cannot 


160     GRADUATING    SYSTEM   FOR   COUNTRY   SCHOOLS. 

be  reached  without  these  essentials,  let  the  teacher 
use  his  best  efforts  to  secure  from  school  officers  such 
things  as  are  needed.  In  case  he  should  not  fully 
succeed,  I  suggest  that  he  may  with  propriety  pay 
for  his  want  of  skill  by  purchasing  such  essentials  as 
he  is  unable  to  procure  from  school  officers.  If, 
however,  he  should,  term  after  term,  fail  to  such  an 
extent  that  he  cannot  afford  to  furnish  what  is  want- 
ing, ho  should  inquire  of  himself  whether  this  is  an 
intimation  that  he  has  not  been  called  to  the  teacher's 
work.  Some  one  has  said  that  "  a  great  man  is  one 
who  causes  things  to  come  to  pass";  and  I  may  be 
permitted  to  add  (hat  the  clearest  proof  of  a  teach- 
er's skill  is  his  success  in  what  he  mnli-i -takes.  Our 
real  worth  as  teachers  depends  upon  what  we  do, 
but  not  upon  what  wo  know  ;  and  tho  world  will  give 
us  credit  for  our  work,  but  not  for  our  knowledge. 


LECTURE  XIV. 

ORNAMENTATION   OF   THE   SCHOOL-ROOM« 

FINE  pictures,  in  former  times,  were  possessed 
only  by  rich  people.  In  this  age  the  parlors,  sitting- 
rooms,  and  sleeping  apartments  of  many  of  the  poorer 
people  are  adorned  with  better  pictures  than  were  the 
palaces  of  kings  a  few  centuries  ago.  The  manner 
in  which  the  home  is  adorned  in  this  day  depends, 
not  upon  the  wealth,  but  upon  the  culture  of  its 
inmates. 

While  nearly  all  pupils  in  the  country  come  from 
homes  which  are  adorned  with  pictures,  very  few  of 
them  find  the  school-room  ornamented  in  this  man- 
ner. It  would  perhaps  be  difficult  to  tell  why  teach- 
ers have  been  so  slow  to  introduce  these  tokens  of 
culture  into  country  school-houses.  The  uncertain 
tenure  of  the  teacher's  office  has  no  doubt  had  much 
to  do  in  this  matter,  but  even  this  is  not  a  sufficient 
reason  for  neglecting  to  render  the  school-room  beau- 
tiful and  attractive. 

Without  attempting  to  argue  the  necessity  of 
making  the  school-room  as  attractive  as  possible,  I 
propose  to  give  a  plan  for  introducing  pictures  into 
11 


1()2       GRADUATING    SYSTEM    FOR    COUXTKV    SCHOOLS. 

country  school-houses,  with  very  little  cost  to  those 
who  accomplish  the  work.  The  plan  which  I  present 
is  one  which  I  have  thoroughly  tested. 

While   superintending    the    schools   of    Mongol ri 
County,  W.  Va.,  I  observed  that  the  few  teachers 
who    introduced    pictures    into    their   school-hoi 
seemed  to  have  no  trouble  in   the  government  of 
pupils.     The  general    appearance   of  these    schools 
seemed  to  be  so  far  above  those  around  them,  that 
I  resolved  to  devise  a  plan  for  placing  pictures   in 
every  school-room   in   the  county.     The  plan  i 
simple  as  it  was  successful,  and  I  commend  it  to  all 
who  may  feel  an  interest  in  school  a'>llicties. 

I  sent  to  the  city  for  one  hundred  neat  ehromos, 
ten  by  twelve  inches,  which  cost  only  a  trifle  at 
wholesale  prices,  and  I  carried  several  of  these  with 
me  wherever  1  went  in  my  work  of  visiting  school*. 
In  each  school  I  proposed  to  present  one  of  the>e 
pictures,  upon  condition  that  the  teacher  and  pupils 
would  promise  at  least  one  more  tor  their  school- 
room. The  proposal  accepted,  a  committee  of  pupils, 
ladies  and  gentlemen,  appointed  by  the  teacher,  would 
make  choice  of  a  picture,  which  1  then  presented  to  the 
school.  The  interest  in  pictures  Hew  in  all  direction-, 
and  in  many  places  they  anticipated  the  stiperinten- 
dent's  coining  by  performing  their  part  of  the  contract 
in  advance.  The  nu  thod  adopted  to  accomplish  this 
\\  aa  as  follows  :  — 

The  teacher  furnished  one  picture  and  gave  permis- 
sion to  each  family,  sometimes  to  each  pupil,  to  fur- 


ORNAMENTATION    OF   THE    SCHOOL-ROOM.         163 

nish  one.  In  rural  districts,  where  pictures  were  not 
plenty,  some  pupils  clipped  them  from  magazines  and 
almanacs.  I  was  pleased  to  see,  even  in  these  cases, 
ingenuity  and  taste  in  framing  them,  using,  as  they 
did,  for  this  purpose,  wood,  leather,  paper,  cornstalks, 
shells,  autumn  leaves,  and  fern.  In  other  communi- 
ties cultivated  mothers,  yielding  to  the  earnest  ap- 
peals of  their  children,  selected  from  the  parlors  their 
finest  pictures  and  purest  mottoes  for  the  adornment 
of  the  school-room.  These  beautiful  pictures  and 
mottoes  paid  their  cost  in  a  single  session.  They 
strengthened  in  the  pupils  a  love  of  the  beautiful,  a 
love  of  cleanliness,  a  love  of  order,  and  a  love  for  their 
own  school.  The  walls  and  windows  of  these  school- 
rooms were  kept  clean  and  clear  of  cobwebs,  and 
scrapers  and  mats  were  placed  at  many  of  the  doors. 
Cleanliness  of  person  and  neatness  of  attire  became 
marked  characteristics,  not  only  of  teachers,  but  also 
of  pupils  throughout  the  county.  The  inspiration 
produced  by  this  aesthetic  culture  was  caught  by  many 
of  the  less  fortunate  pupils,  and  is  still  shedding  sun- 
shine into  their  humble  homes.  No  man  can  measure 
the  influences  of  such  culture  upon  the  coming  genera- 
tions. 

I  can  name  no  field  in  which  a  teacher  of  culture 
can  accomplish  so  much  lasting  good  for  the  common 
people  by  the  expenditure  of  so  small  an  amount  of 
time  and  money,  as  in  the  work  of  making  the  school- 
room more  handsome  and  attractive.  From  numerous 
authorities  which  I  could  call  up  in  support  of  this 


164      GRADUATING    SYSTEM   FOR    COUNTRY    SCHOOLS. 

opinion,  I  quote  first  the  language  of  Ex-Governor 
Hendricks,  of  Indiana,  who  says  :  ff  I  do  not  know  of 
any  duty  more  important  for  the  teacher  than  that  of 
making  the  school-room  pleasant."  Rev.  Henry 
Ward  Beechcr,  while  speaking  upon  this  subject  in 
an  address  before  the  American  Institute  of  Instruc- 
tion, said:  "No  church,  no  cathedral,  or  rich  man's 
mansion  ought  to  be  so  beautiful  as  the  houses  pro- 
vided for  the  children  of  the  common  people." 

But  the  teacher  ought  not  to  attempt  to  ornament 
the  school-room  without  the  help  of  his  pupils.  If  he 
can  induce  all  of  them  to  aid  him  in  this  matter,  he 
will  find  that  they  will  all  be  more  than,  ever  interest  ed 
in  the  success  of  the  school.  If  pupils  feel  that  they 
have  helped  to  make  the  walls  of  the  school-room 
beautiful,  they  will  also  take  an  interest  in  keeping 
the  floor  clean.  The  influence  which  cleanline>>  and 
ornamentation  exert  upon  the  conduct  of  pupils  may 
be  clearly  seen  by  all.  It  is  a  rare  thing  to  find  dis- 
order in  a  school-room  where  the  furniture  and  floor 
are  kept  neat  and  clean,  and  where  the  walls  arc 
adorned  by  handsome  pietmvs  and  pure  mot! 
Ornamentation  of  the  school-room  has  also  a  po\\  i  r- 
ful  influence  in  prompting  pupils  to  regular  attend- 
ance. Taking  it  altogether,  I  can  think  of  no  other 
investment  that  will  pay  so  large  a  dividend  as  that 
which  is  expended  to  ornament  the  school-room. 


LECTUKE  XV. 

SCHOOL-GROUNDS   AND   SHADE-TREES. 

IT  is  unwise  economy  to  select  a  cheap  and  unsuit- 
able spot  of  ground  upon  which  to  erect  a  school- 
house.  It  is  equally  unwise  to  have  school-grounds 
so  small  that  there  is  not  sufficient  room  to  give  the 
sexes  separate  places  for  private  walks  and  play- 
grounds. There  should  also  be  on  every  school 
lot  considerable  space,  covered  with  shade-trees  and 
shrubbery.  A  school-house  is  a  public  building,  and 
it  should,  in  a  proper  sense,  be  the  pride  of  the  dis- 
trict in  which  it  stands. 

The  taste  of  the  people  of  any  country  may,  in  a 
degree,  be  measured  by  the  location  and  architectural 
style  of  their  public  buildings ;  but  their  true  taste  is, 
perhaps,  more  clearly  seen  in  the  extent  and  condi- 
tion of  the  grounds  connected  with  these  buildings. 
No  one  can  visit  Washington  without  being  impressed 
with  the  fact  that  the  Capitol  stands  upon  the  most 
beautiful  elevation  found  at  the  "  City  of  Magnificent 
Distances." 

As  it  is  a  matter  in  which  every  citizen  of  the 
United  States  feels  an  interest,  I  will  present  a  brief 


166      GRADUATING    SYSTEM    FOR   COUNTRY   SCHOOLS. 

description  of  this  beautiful  building  and  its  sur- 
roundings. It  is  taken  from  the  "  Youth's  Compan- 
ion," Boston :  — 

"  No  one  can  go  to  Washington  and  gaze  upon  the 
great  white  temple  of  liberty  on  Capitol  Hill,  with- 
out feeling  the  heart  beat  high  with  pride  and  pa- 
triotism. Critics  may  tell  us  that  it  will  not  be  a 
perfect  building  while  the  central  front  recedes,  —  that 
is,  until  that  is  built  out  beyond  the  fronts  of  the 
wings,  —  and  until  the  main  dome  is  supported  l>\ 
lesser  domes  that  are  visible.  But  nobody  cures  for 
critics  when  gazing  at  the  marble  pile  rising  over  tin- 
velvet  turf,  and  lifting  its  snowy  dome,  like  a  cloud 
itself,  among  the  clouds. 

"  Wherever  you  go,  in  Washington  or  its  neigh- 
borhood, turn  about,  and  there  is  the  dome  look 
over  your  shoulder.  You  see  it  a-  you  approach  tin- 
city,  you  see  it  when  you  are  far  down  the  river, 
you  see  it  from  Arlington  Heights,  from  the  Mary- 
land hills,  and  out  at  the  Soldiers'  Home;  not  only 
through  the  famous  vi>ta.  where  it  rises  out  of  the 
surrounding  branches  all  by  itself,  like  a  phantom  of 
old  Rome,  but  as  you  look  over  a  charming  land- 
scape where  the  Potomac  gleams  like  a  silver  thread 
out  of  the  deep  blue  of  the  haze  on  the  horizon,  and 
the  dim  classic  outlines  of  the  other  splendid  pub- 
lic buildings,  made  almost  dreamlike  by  dist:. 
give  you  a  doubt  if  you  are  on  this  Western  conti- 
nent. 

"The  Capitol  stands  almost  in  the  centre  of  the 


SCHOOL  GROUNDS    AND    SHADE-TREES. 


167 


plan  of  the  city.  The  corner-stone  was  laid  in  1793 
by  Washington.  The  building  was  of  freestone 
from  Acquia  Creek,  painted  white,  and  was  origi- 
nally much  smaller  and  more  symmetrical.  It  was 
burned  by  the  British  in  the  war  of  1812,  and  was 
only  rebuilt  after  a  stormy  debate  in  Congress,  which 
was  assembled  somewhere  else.  But  with  the  growth 
of  the  country  it  was  found  much  too  small ;  the 
extensions  were  ordered,  their  cprner-stone  was  laid, 
with  Daniel  Webster  as  the  orator  of  the  day,  and 


THE   CAPITOL  AT  WASHINGTON. 


they  were  completed  in   1863.     The  structure  has 
cost,  in  all,  about  $13,000,000. 

"One  would  gather  little  idea  of  the  size  of  this 
building  by  being  told  that  it  is  seven  hundred  and 
fifty  feet  long  by  three  hundred  and  twenty-five  feet 
broad.  One  might  better  comprehend  it,  perhaps, 


168      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

on  learning  that  its  ground  plan  occupies  three  and  a 
half  acres. 

"  As  you  stand  before  it,  you  see  that  it  consists  of 
the  old  building  in  the  centre,  a  beautiful  thing  in 
itself,  of  classic  style,  connected  on  each  side  by  a 
c-orridor  of  fluted  columns  with  the  vast  wings,  which 
are  built  of  white  marble  from  Massachusetts,  and 
arc  each  a  temple  in  itself.  The  one  on  the  south 
side  is  the  Senate  wing;  the  other  is  used  by  the 
House  of  Representatives.  The  whole  stands  upon 
a  'rustic  basement*  of  granite,  and  beneath  that  is 
a  sub-basement,  hidden  by  the  green  turf  of  the 
terraces. 

"Each  of  the  wings  has  three  porticos  of  fluted 
Corinthian  columns,  every  column  cut  from  a  single 
piece  of  marble.  A  carriage-way  runs  under  the 
casirrn  porticos,  by  which  one  enters  the  basement, 
the  middle  entrance  opening  into  the  crypt ;  and  on 
the  fronts  are  the  most  superb  staircases  of  white 
marble  that  can  be  imagined,  supported  by  immense 
blocks  or  buttresses,  broad  and  lofty. 

"As  you  mount  the  central  one  of  these  flights, 
you  observe  on  the  pediment  —  that  is,  the  pointed, 
gable-like  portion  above  tho  columns  and  entabla- 
ture —  a  group  carved  in  high  relief,  representing  the 
-Genius  of  America  replying  to  flattering  Hope  by 
pointing  to  Justice  holding  the  Constitution ;  a  corre- 
sponding group  by  Crawford  occupies  the  same  posi- 
tion on  the  front  of  the  Senate  wing. 

"On  .the  flat  top  of  the  upper  buttress  of  the  main 


SCHOOL-GROUNDS  AND  SHADE-TREES.     169 

stairway  are  two  groups  of  statuary,  one  represent- 
ing Columbus  holding  a  globe,  with  an  Indian  girl  at 
his  feet ;  and  the  other  representing  Civilization,  or 
the  settlement  of  America,  by  means  of  a  hunter 
with  his  dog,  saving  a  woman  and  her  boy  from  the 
tomahawk  of  the  Indian. 

"  The  portico  itself  here  is  one  hundred  and  sixty 
feet  long,  and  carries  twenty-four  columns,  each 
thirty  feet  high.  In  niches  at  either  side  of  the 
great  doors  are  colossal  figures  of  Peace  and  War, 
and  over  the  doors  is  another  bas-relief  representing 
Fame  and  Peace  crowning  Washington. 

"As  you  pause  now  and  look  back,  you  have  the 
Capitol  surrounded  on  every  side  by  an  ample  space 
of  greensward.  Directly  in  front  of  it  stretches  a 
paved  space  in  which  is  Greenough's  huge,  semi- 
nude  statue  of  Washington,  and  on  either  side  of 
that,  and  beyond  it,  picturesquely  enclosed  by  low 
copings  of  colored  stone,  is  a  park  exquisitely  laid 
out  with  flowers  and  urns,  fountains  and  lamps,  and 
many  trees. 

"  Over  all  this  beauty  towers  the  dome,  rising,  from 
base  to  crest,  a  height  of  three  hundred  and  seven 
feet.  As  it  clears  the  top  of  the  building,  it  rests 
first  on  an  octagonal  base ;  above  that  it  is  enclosed 
by  columns  twenty-seven  feet  high,  surmounted  by 
a  balustrade.  At  the  apex  is  the  lantern,  fifty  feet 
in  height,  surrounded  by  another  row  of  pillars, 
and  on  the  top  of  the  lantern  is  Crawford's  colossal 
bronze  statue  of  Freedom. 


170      GRADUATING    SYSTEM   FOR   COUNTRY   SCHOOLS. 

"This  dome  is  entirely  of  iron,  painted  white. 
weighs  a  little  more  than  eight  million  pounds.     It 
is  supported  by  solid  masonry,  and  by  forty  columns 
carrying  arches  which  uphold  the  floor  of  the  rotunda. 

"It  is  not  by  any  means  the  largest  dome  in  the 
world.  There  arc  four  larger;  but  we  doubt  if  there 
is  any  more  beautiful,  more  buoyant  and  perfe.-t.  M 
you  would  think  if  you  sometimes  saw  it  early  in  the 
morning,  with  the  mist  streaming  away  from  it  as 
elouds  are  .-tripped  from  a  mountain-side,  or  at  night, 
when  the  light  burns  in  the  t bolus  at  the  summit,  and 
shines  over  the  town,  announcing  that  Congress  is  in 
ion,  and  almost  giving  it  a  place  among  the  BtaFB. 

"In  summer,  sometimes,  when  Congress  sits  in  the 
night,  and  the  radiance  gleams  from  the  dome  and 
from  all  the  window.-,  and  the  moon  .-bines  full  upon 
it,  the  great  white  splendor,  sitting  in  the  dcn-e 
greenery  of  it.-  tre6ft,  has  seemed  the  very  pilar,-  of 
light  itself.  One  hardly  knows  wheihcr  it  i>  D 
beautiful  then,  or  when,  unlighted  above,  on  a  dark 
night,  the  lamps  twinkle  in  long  di-tanccs  under  the 
arches  of  the  outer  basement,  the  line-  ,,1'  columns 
retreat  sped  rally  into  the  gloom,  and  the  dome  s« 
above,  a  shadow  on  the  shadow  of  the  midnight 
heavens;  or  when,  on  a  spring  morning,  as  one 
comes  up  the  avenue,  one  sees  it  throned  above  the 
tree-tops  of  the  western  side,  that  rise  from  banks 
that  are  purple  with  viol. 

"The  chief  attractions  of  the  Capitol  belong  to  the 
seasons  when  Congress  holds  its  most  important 


SCHOOL-GROUNDS    AND    SHADE-TREES.  171 

sions,  but  its  outward  beauty  is  best  displayed  in  the 
summer-time." 

But  the  beauty  of  this  building  would  be  greatly 
marred,  indeed  almost  destroyed,  if  we  would  take 
from  it  its  spacious  grounds,  with  their  shade-trees 
and  shrubbery,  their  winding  walks  and  rustic  seats, 
their  flowers  and  fountains,  parks  and  lakes.  Visitors 
from  abroad  regard  the  condition  of  this  building,  and 
these  grounds,  as  an  exponent  of  the  public  taste  of 
the  American  people 

The  Legislatures  of  the  several  States  have  shown 
a  good  degree  of  taste  in  the  selection  of  suitable 
grounds  upon  which  to  erect  State  buildings.  But 
public  taste  may  be  more  clearly  seen,  from  year  to 
year,  in  the  condition  of  the  grounds  connected  with 
these  buildings.  If,  in  any  State,  these  grounds, 
which  Nature  has  made  beautiful,  are  left  uncared 
for  until  they  become  uninviting,  it  is  evident  that 
the  public  taste  of  the  people  of  that  State  needs  to 
be  improved. 

A  traveller  who  visits  a  county  town  looks  at  the 
court-house  and  jail,  and  especially  at  their  location, 
and  at  the  condition  of  the  public  grounds  around 
them,  and  then  forms  his  opinion  of  the  people  of  that 
county.  His  opinion  may  possibly  be  incorrect,  but 
he  has  used  the  best  public  index  within  his  reach. 

The  rule  by  which  we  measure  the  culture  of  the 
people  of  a  nation,  State,  or  county,  has  not  gener- 
ally been  accepted  as  the  true  test  for  measuring  the 
taste  of  the  people  of  a  single  school  district,  be- 


172      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

cause  we  have  all  been  slow  to  believe  that  tho 
average  condition  of  our  country  school-houses  and 
grounds  is  a  true  exponent  of  the  taste  and  culture 
of  teachers  and  school  officers,  parents  and  pupils. 
In  some  sections  the  people  have  just  cause  to  be 
proud  of  their  school-houses  and  school  grounds, 
while  in  other  places  they  ought  to  be  ashamed  of 
them.  Teachers  should  lead  in  matters  of  ta>te,  and 
there  is  no  better  opportunity  for  them  to  do  this 
than  for  each  one,  aided  by  his  pupils,  to  have  the 
grounds  around  his  school-house  put  into  condition 
of  which  all  interested  persons  may  be  proud. 

In  selecting  a  site  for  a  country  school-house,  they 
who  are  charged  with  this  responsibility  should  be  as 
careful  to  perform  their  work  well,  as  they  would  be 
if  they  had  been  appointed  to  select  a  situation  for  a 
State  capitol.  The  situation  of  the  district  M  hool- 
houso  may,  indeed,  be  to  them  and  to  their  children  :i 
matter  of  much  more  importance  than  the  location  of 
the  capitol  of  the  State.  The  value  of  the  lands  and 
the  culture  of  the  people  of  any  community  will  he 
increased  by  erecting  a  handsome  school-house  in  a 
prominent  place,  convenient  to  all  who  are  entitled 
to  attend.  But  the  value  of  property  and  the  culture 
of  people  will  depend  quite  as  much  upon  the  con- 
dition of  school -grounds  as  upon  the  style  of  school 
buildings. 

Let  us  take  a  case  for  the  sake  of  illustration :  An 
intelligent  man  desires  to  purchase  a  farm  as  a  home 
for  himself  and  family.  He  finds  one  with  which  he 


SCHOOL-GROUNDS   AND   SHADE-TREES.  173 

is  at  first  pleased,  but  he  observes  that  the  school- 
house,  which  is  near  by,  is  situated  in  a  low  place  on 
a  small  lot.  This  lot  is  not  enclosed,  and  is  entirely 
bare.  He  goes  into  another  community  and  finds  a 
farm  which  seems,  in  itself,  to  be  about  equal  in  value 
to  the  former  farm.  He  observes,  however,  that  the 
school-house,  which  is  near  by,  is  beautifully  situ- 
ated, and  that  it  bears  many  marks  of  good  taste  in 
its  construction.  It  is  embellished  with  a  handsome 
cupola  and  furnished  with  a  sweet-toned  bell.  It  is 
surrounded  by  ample  grounds,  which  are  enclosed  by 
a  neat  fence.  A  part  of  this  lot  is  adorned  with  shade- 
trees  and  shrubbery,  and  the  residue  is  laid  off  into 
appropriate  places  for  play.  He  finds  that  the  former 
farm  can  be  purchased  for  less  money  than  the  latter. 
I  ask  the  question,  Which  of  these  farms  will  an 
intelligent  man,  under  these  circumstances,  be  likely 
to  purchase  as  a  home  for  himself  and  family  ? 

Several  matters  of  importance  should  be  carefully 
considered  in  the  selection  of  a  site  for  a  country 
school-house.  I  will  name  some -of  these. 

1.  It   should   be,  as  nearly  as  possible,  equally 
Accessible  to  all  who  are  entitled  to  attend  the  school. 

2.  It  should  be  a  healthful  situation,  and  should 
not  be  in  the  vicinity  of  a  swamp. 

3.  It  should  be  a  beautiful  situation,  sufficiently 
elevated  that  the  school-house  may  be  seen  from  afar. 

4.  It  should  be  large  enough  to  give  the  sexes 
separate  places  for  private  walks,  and  to  allow  con- 
siderable  space   to    be   planted   in   shade-trees   and 
shrubbery. 


174      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

The  school  lot  should  be  enclosed  by  u  neat  .and 
substantial  fence.  Where  there  is  not  a  spring  of 
water  convenient  to  the  scho  1-house,  a  well  should  be 
dug  upon  the  school  lot,  and  convenient  arran 
for  procuring  water  therefrom  should  be  provided. 
A  ladder  and  two  or  three  extra  buckets  should  be 
provided  for  each  school-house,  and  kept  in  a  con- 
venient place  on  the  grounds,  so  they  could  be  used 
promptly  in  case  a  fire  should  occur.  The  absence 
of  anything  of  this  kind  has  caused  the  loss  of  many 
a  school-house* 

The  planting  of  shade-trees  upon  school-grounds  is 
no  longer  considered,  by  intelligent  people,  a  mere 
matter  of  t:iste.  It  is  a  matter  that  has  much  to  do 
with  the  health,  comfort,  and  progress  of  pupils. 
Let  us  take  a  case  for  the  sake  of  illustration  :  Hnv 
are  forty  or  fifty  pupils,  on  a  hot  day,  in  a  school-hou-e 
which  stands  on  a  bare  lot.  The  walls  and  windows 
of  the  building  are  heated  by  the  burning  ray>  of  the 
sun,  and  the  Hushed  faees  of  pupils  indicate  that  they 
are  far  from  being  compilable.  It  is  evident  that 
when  these  pupil>are  di-mi-M-d  for  dinner  they  ought 
not  to  eat  in  the  school-room.  It  is  also  evident  that 
they  should  not  eat  in  an  open  lot  under  a  noonday 
sun.  They  need,  for  a  few  minutes  at  least,  to  be  in 
the  open  air,  where  they  are  shielded  from  the  sun  by 
shade-trees. 

The  physical  condition  of  many  pupils  in  warm 
weather  is  such  that  they  should  play  quiet  gam  - 
and  take  gentle  exercise  in  the  shade,  rather  than 


SCHOOL-GROUNDS  AND  SHADE-TREES.     175 

severe  exercise  in  the  sun.     This  is  especially  true  in 
the  case  of  girls. 

But  the  benefits  arising  from  shade-trees  upon 
school-grounds  are  not  all  to  lie  found  in  the  fact  that 
pupils  are  thus  shielded  from. the  rays  of  the  sun.  I 
will  name  a  few  additional  advantages. 

1 .  Shade -trees  produce  constant  breezes  which  are 
healthful  and  pleasurable. 

2.  Shade-trees  mitigate  the  heat  in  their  vicinity 
by  the  condensation  of  moisture  upon  their  leaves  by 
night,  and  by  the  vast  amount  of  evaporation  that 
takes  place  through  their  leaves  by  day. 

3 .  Shade-trees  either  absorb  or  destroy  the  poison- 
ous gases  and  dangerous  effluvia  which  may  always 
be  found  in  or  around  a  crowded  building.     Shade- 
trees  on  school-grounds  are,  therefore,  essential  to  the 
public  health. 

In  order  to  prove  that  shade  has  an  influence  even 
in  preventing  the  most  fearful  epidemics,  I  offer  some 
facts  which  are  matters  of  history.  "In  1859,"  says 
a  certain  historian,  "cholera  raged  in  Allahabad. 
British  soldiers  whose  barracks  were  exposed  most 
to  the  sun  suffered  most  from  the  epidemic ;  those  in 
barracks  surrounded  by  four  rows  of  trees  suffered 
much  less ;  but  not  a  single  case  occurred  among  the 
soldiers  whose  barracks  were  in  a  thicket." 

In  order  to  show  the  benefits  of  shade  along  a  pub- 
lic road,  I  quote  further  from  the  same  historian  :  "A 
certain  road  in  India  leads  for  sixty  miles  through  a 
dense  forest.  Further  on  it  runs  for  ninety  miles 


176      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

through  a  barren  plain.  Hundreds  of  persons  travel 
the  road  daily.  Now,  in  the  first  or  wooded  portion, 
cases  of  sickness  seldom  occur,  while  in  the  latter, 
the  sick,  the  dying,  and  the  dead  are  found  lying  by 
the  wayside." 

In  our  own  country  epidemics  generally  do  their 
worst  work  where  people  are  crowded  in  buildings 
which  have  neither  grass  nor  shade  around  them. 
Our  government  has  recognized  the  necessity  for 
shade-trees,  and  has  been  engaged  on  a  large  scale  in 
promoting  the  planting  of  forest  trees.  Our  State 
governments  should  also  take  an  active  part  in  tree- 
planting  wherever  there  is  a  necessity  for  so  doing. 
In  a  section  that  is  bare,  the  planting  of  trees  is  now 
regarded  almost  us  essential  to  public  health  as  the 
draining  of  swamps. 

Wo  have  now  reached  the  practical  part  of  this 
subject,  and  I  will  attempt  to  answer  the  question, 
How  shall  school-grounds  be  supplied  with  sh;i<lr- 
trecs?  Let  me  say,  first  of  all,  that  it  is  not  best  for 
school  officers  to  provide  and  plant  trees.  This  work, 
like  the  ornamentation  of  the  school-room,  should  be 
performed,  by  the  teacher  and  pupils  of  each  school. 
In  sections  of  country  which  are  bare  of  timber  it 
may  be  necessary  for  school  officers  to  furnish  trees, 
but  the  school  should  plant  them.  In  sections  where 
forests  are  accessible,  no  outlay  need  be  made,  as  a 
sufficient  variety  of  trees  may  be  obtained  from  the 
forest. 

The  following  plan  for  improving  school-grounds 


SCHOOL-GROUNDS  AXD  SHADE-TREES.     177 

will,  in  the  hands  of  a  skilful  teacher,  make  the  work 
a  matter  of  real  pleasure  to  all  pupils  ;  and  the  inter- 
est created  will  not  cease  when  their  school-days  are 
ended.  Let  us  take  a  case  for  the  purpose  of  illus- 
trating the  plan :  — 

A  teacher  of  culture  commences  a  country  school 
m  a  house  which  stands  upon  a  bare  lot.  After  the 
school-room  has  been  made  beautiful  by  pictures  and 
mottoes,  furnished  by  teacher  and  pupils,  the  teacher 
proposes  that  they  proceed  to  improve  the  school- 
grounds.  The  first  thing  to  be  done  is  to  remove 
all  obstructions,  'such  as  stumps  and  stones,  if  any 
there  be,  from  the  lot.  The  larger  pupils,  with 
mattocks  and  axes,  undertake  the  work  of  removing 
these  obstructions,  and  cheerfully  devote  the  time 
intended  for  play  to  this  work,  until  it  is  completed. 
The  smaller  pupils  become  interested  in  the  work, 
and  wish  that  they  could  do  something  to  aid  this 
improvement. 

The  teacher  now  proposes  that  each  pupil  'shall 
have  the  privilege  of  planting  a  shade-tree,  a  shrub, 
or  a  flower,  upon  the  school- grounds,  and  that  each 
tree,  shrub,  or  flower  shall  be  cared  for  and  culti- 
vated by  the  one  who  plants  it,  whose  name  it  shall 
bear.  All  the  pupils,  from  the  oldest  to  the  youngest, 
have  become  deeply  interested  in  the  work  of  improv- 
ing the  school-grounds,  and  each  one  is  anxious  to  plant 
something.  The  patrons  of  the  school  have  also  be- 
come interested  in  this  matter,  and  are  discussing  the 
propriety  of  planting  shade-trees  upon  school-grounds. 
12 


178      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

It  is  a  subject  that  many  of  them  have  never  before 
carefully  considered,  and  the  more  theytthink  of  it 
the  better  they  are  pleased  with  it. 

The  proper  season  for  planting  trees  is  now  at  hand. 
The  teacher  gives  a  general  invitation  to  patrons, 
pupils,  and  school  officers  to  meet  at  the  school-house 
next  Saturday,  to  decide  what  portion  of  the  lot  shrill 
be  devoted  to  shade.  The  mothers  of  the  children 
are  especially  invited  to  be  present. 

When  the  day  set  apart  for  the  meeting  arrives, 
the  teacher  has  the  school-house  open  and  in  order. 
The  floor  is  clean,  the  furniture  is  free  from  dust, 
and  the  ceiling  and  corners  of  the  room  are  clear  of 
cobwebs.  The  walls  are  adorned  with  beautiful  pic- 
tures and  pure  mottoes.  As  the  patrons  collect,  they 
arc  invited  to  take  a  look  at  the  interior  of  the  school- 
room. They  arc  all  delighted  with  the  homelike 
appearance  which  the  school-room  presents.  None 
of  them  ever  attended  a  school  that  was  half  so  invit- 
ing, and  they  do  not  wonder  that  their  children  are 
pleased  with  the  school. 

The  teacher,  in  an  informal  address,  explains  the 
object  of  the  meeting,  shows  the  advantages  of  shade- 
trees  and  shrubbery  upon  school-grounds,  and  con- 
cludes by  stating  that  the  school  is  willing  to  do  the 
work  of  ornamenting  the  lot.  On  motion,  a  com- 
mittee of  ladies  and  gentlemen  of  culture  is  appointed 
to  aid  the  teacher  in  deciding  what  part  of  the  school 
lot  shall  be  devoted  to  shade. 

This  committee,  after  a  careful  examination  of  the 


SCHOOL-GROUNDS  AND  SHADE-TREES.     179 

grounds,  recommends  that  one  dozen  trees  shall  be 
planted  around  the  school-house,  near  enough  to 
shield  the  house  in  a  degree  from  the  sun's  hottest 
rays,  and  yet  far  enough  away  to  allow  the  sun  to 
dry  up  any  dampness  that  may  collect  about  the 
house.  Stakes  are  set  where  these  trees  are  to  be 
planted,  and  the  people  who  are  present  seem  pleased 
with  the  arrangement.  The  committee  further  recom- 
mends that  about  one  fourth  of  an  acre,  which  is  suit- 
ably located,  shall  be  devoted  to  shade-trees,  shrubs, 
and  flowers,  and  that  the  teacher  be  allowed  to  judge 
of  the  number  of  trees,  shrubs,  or  flowers  that  may 
be  planted  upon  this  particular  part  of  the  lot.  The 
teacher  promises  to  exercise  his  best  judgment  and 
purest  taste  in  carrying  out  the  wishes  of  the  com- 
mittee. He  announces  that  next  Saturday  will  be 
devoted  to  the  planting  of  trees  and  shrubs  and 
flowers.  He  states  that  each  pupil  will  be  allowed 
to  bring  a  tree,  a  shrub,  or  a  flower,  and  that  space 
will  be  found  where  each  may  be  planted.  He  ex- 
tends a  hearty  invitation  to  all  who  may  wish  to  be 
present  on  the  day  of  planting. 

Some  one  present  suggests  that  if  the  school  of- 
ficers will  furnish  material  for  enclosing  the  lot,  the 
patrons  of  the  school  will  meet  in  one  week  from 
that  time  with  necessary  tools  to  put  up  a  neat  and 
substantial  fence.  The  suggestion  is  seconded  by 
the  school  officers,  and  approved  by  all  who  are 
present. 

The  day  for  planting  and  fence-building  arrives, 


180      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

and  teachers,  pupils,  and  patrons  are  early  on  the 
ground.  Mothers  have  come  with  their  little  sons  or 
daughters,  in  order  to  plant  something  in  which  these 
little  ones  will  each  feel  an  interest.  These  cultured 
women,  at  the  request  of  the  teacher,  aid  in  arranging 
the  points  where  trees  shall  be  placed,  or  shrubs 
planted,  or  flowers  set  out.  The  teacher  plants  a 
tree  in  a  prominent  place,  which  is  to  be  called  the 
"  teacher's  tree."  Every  pupil  who  is  old  enough 
plants  something,  and  the  younger  pupils  have  each 
something  planted  by  their  parents. 

Marly  in  the  afternoon  the  fence  is  finished,  and  the 
work  of  planting  is  completed.  It  has  been  a  busy 
day,  but  a  happy  one,  because  all  have  been  interested. 
Kach  one  feels  that  while  this  work  is  a  permanent 
improvement  for  the  public  good,  there  is  something 
in  it  in  which  he  is  personally  interested.  As  the 
patrons  prepare  to  leave  the  grounds  they  take  occa- 
sion to  assure  the  teacher  that  he  will  have  their 
hearty  co-operation  in  all  his  efforts  to  make  the 
school  a  success.  They  go  to  their  homes  with  the 
feeling  in  their  hearts  that  they  have  never  l>eforo 
had  a  teacher  who  took  so  deep  an  interest  in  their 
district  school.  This  feeling  is  the  result  of  the  fact 
that  the  teacher  has  given  them  all  something  to  do. 

The  interest  in  aesthetics  created,  by  this  teacher, 
in  the  minds  of  the  young  people  of  this  school  dis- 
trict, will  increase  as  the  trees  and  shrubs  and  flowers 
which  they  have  planted  grow,  but  this  interest  will 
not  cease  when  these  trees  and  shrubs  and  flo\vcr> 


SCHOOL-GROUNDS   AND   SHADE-TREES.  181 

shall  decay  with  age.  It  is  impossible  to  measure 
the  foundations  of  future  healthfulness  and  happiness, 
interest  and  culture,  that  have  this  day  been  laid. 
Time  alone  can  tell  the  extent  of  this  teacher's  influ- 
ence in  a  work  which  would  appear  to  many  teachers 
to  be  entirely  outside  of  his  profession. 


LECTURE  XVI. 

MUSIC  IN  COUNTRY  SCHOOLS. 

"  There  is  in  souls  a  sympathy  with  Bounds, 
And  as  tbo  mind  is  pitched,  the  car  is  pleased 
With  melting  air,  or  martial,  brisk,  or  grave. 
Some  secret  chord  In  unison  with  what  we  bear 
Is  touched  within  us,  and  the  heart  responds." 

Music  should  certainly  bo  made  a  part  of  the  daily 
programme  in  all  public  schools.  The  want  of  it  has 
done  much  to  render  our  country  schools  uninterest- 
ing and  tiresome  to  those  who  attend  them.  It 
would,  perhaps,  with  a  single  exception,  be  impos- 
sible to  find  another  important  organization  having  no 
music  on  its  programme.  Let  us  look  at  this  subject 
long  enough  to  see  whether  the  country  school,  with- 
out music,  really  is  an  exception  to  the  rules  of  civil- 
ized society. 

All  Christian  denominations,  with  a  single  excep- 
tion, have  music  mingled  with  their  sacred  services, 
and  all  social  orders  of  a  high  character  have  music 
interspersed  with  their  beautiful  ceremonies.  Music 
is  heard  in  the  Sunday  school,  and  it  is  heard  in  the 
social  circle.  It  is  heard  in  the  mass  meetings  and 
public  processions  of  all  political  parties.  It  is  heard 
in  the  army  upon  tho  land,  and  in  the  navy  upon  the 
sea.  It  is  heard  amidst  the  din  of  battle  in  time  of 


MUSIC  IN  COUNTRY   SCHOOLS.  183 

war,  and  it  is  heard  on  the  day  of  thanksgiving,  when 
peace  is  proclaimed.  It  forms  a  part  of  the  solemn 
ceremonies  of  the  funeral,  and  it  adds  to  the  festivities 
of  the  wedding.  It  is  heard  in  the  streets  of  the  city, 
and  along  the  lanes  in  the  country.  It  is  heard  in 
the  palaces  of  the  rich,  and  in  the  cabins  of  the  poor. 
A  love  of  it  may  be  seen  in  the  face  of  the  infant  as 
it  listens  to  the  music  of  its  mother's  voice.  In 
universities,  colleges,  and  schools  of  high  order,  and 
in  the  most  progressive  primary  schools  of  cities  and 
towns,  music  forms  a  part  of  the  daily  programme. 
Wherever  people  —  young  or  old,  cheerful  or  sad, 
rich  or  poor,  learned  or  unlearned  —  are  gathered  to- 
gether, having  the  privilege  of  making  their  own 
programme,  there  is  always  music.  It  seems  to  be 
essential  to  life. 

In  many  of  the  most  progressive  countries  of  Eu- 
rope, music  is  made  one  of  the  branches  in  the  com- 
mon-school course  of  study  ;  and  far-off  Japan,  some 
time  since,  undertook  to  introduce  elementary  music 
in  all  the  common  schools  of  that  country.  The 
Emperor  of  Japan  sent  to  the  United  States  and  se- 
cured the  services  of  Mr.  Luther  W.  Mason,  who 
had  been  for  fourteen  years  special  instructor  of  mu- 
sic in  the  schools  of  Boston.  Mr.  Mason  left  this 
country  .late  in  the  year  1879,  to  enter  upon  the  im- 
portant work  of  introducing  music  into  all  the  pub- 
lic schools  of  Japan. 

In  this  country  there  is  a  growing  sentiment  in 
favor  of  niakinsr  music  one  of  the  branches  in  the 


184    GRADUATING  SYSTEM  FOE  COUNTRY   SCHOOLS. 

common-school  course  of  study.  The  most  pro- 
gressive step  in  this  direction  has  been  taken  in  Cal- 
ifornia, where  the  Legislature  has  made  music  a  com- 
pulsory branch  in  all  the  public  schools  of  the  State. 

In  several  other  States  music  forms  a  part  of  the 
daily  exercise  in  many  of  the  country  schools,  but 
in  most  cases,  where  it  is  found,  it  is  there  simply 
by  accident,  and  is  liable  to  be  left  out  when  there 
is  a  change  of  teachers,  or  upon  the  complaint  of 
objectors. 

It  is  universally  conceded  that  children  should 
first  of  all  be  taught  that  which  they  will  practise  in 
after  life.  If  this  bo  true,  they  should  bo  taught  to 
sing.  Again,  it  is  generally  agreed  that  they  ought 
first  to  study  that  which  will  afford  them  most  plcas- 
uio  and  profit  in  after  Hfo.  If  tlib  bo  true,  they 
should  study  mu  ic  along  with  reading  and  writing. 
Music,  as  a  branch  of  study,  should  certainly  pre- 
cede in  importance  English  grammar,  though  both 
are  essential,  and  neither  should  l>o  neglected. 

Most  persons  concede  the  fact  that  the  young  peo- 
ple of  the  country  should  bo  taught  music,  but  there 
arc  some  who  maintain  that  this  branch  should  be 
studied  outside  of  the  school,  under  instructors  who 
make  music  a  specialty.  They  insist  that  there  are 
but  few  persons  who  are  well  fitted  to  teach  music, 
and  that  only  those  who  are  highly  qualified  should 
perform  this  work.  I  answer  that  the  same  might 
be  said  of  penmanship.  There  are  persons  who 
make  this  subject  a  specialty.  They  are  much  bet- 


MUSIC   IN  COUNTRY   SCHOOLS.  185 

ter  prepared  to  advance  pupils  in  this  art  than  the 
average  teacher,  and  yet  no  one  would,  for  this  rea- 
son, maintain  that  writing  should  not  be  a  branch  in 
the  common-school  course.  Every  teacher  who  has 
had  experience  in  such  matters  is  aware  that  the 
organization  of  a  class  of  pupils  in  penmanship  or 
music,  outside  of  the  school,  has  a  demoralizing 
influence  upon  the  work  of  the  school  to  which  these 
pupils  properly  belong.  I  have  known  schools  to  be 
almost  broken  up  by  the  formation  of  a  "  singing 
class  "  outside  of  the  school. 

I  may  also  say  that  music  taught  as  a  special  sub- 
ject, outside  of  the  school,  is  so  costly  that  the  poor 
cannot  afford  it.  This  of  itself,  it  seems  to  me,  is  a 
sufficient  objection  to  the  system  of  special  instruc- 
tion. Therefore,  if  we  wish  the  masses  to  have  a 
knowledge  of  music,  we  must  make  music  a  part  of 
the  work  of  our  common  schools. 

By  some  it  may  be  argued  that  the  study  of  music 
in  country  schools  is  impracticable,  from  the  fact  that 
so  few  of  our  teachers  have  secured  a  musical  train- 
ing. I  answer  that  this  objection  may  be  urged 
against  the  introduction  of  any  new  branch  of  study. 
Let  music  be  made  one  of  the  branches  of  study, 
and  teachers  will  prepare  to  give  instruction  on  this 
subject.  I  am  aware  that  it  may  be  maintained  that 
there  are  many  teachers  who  cannot  become  good 
singers.  I  answer  that  there  are  many  teachers  who 
cannot  write  a  good  hand,  and  some  of  them  cannot 
read  well.  Let  music  stand  as  other  branches,  and 


186      GRADUATING   SYSTEM   FOE   COUNTUY  SCHOOLS. 

if  the  musical  qualifications  of  the  teacher  are  too 
low,  let  him  be  rejected,  or  let  him  agree  to  furnish 
a  substitute  for  teaching  music.  We  sometimes  iiiul 
among  pupils  one  fully  competent,  who  will  cheer- 
fully take  charge  of  the  class  in  music. 

I  would  not  propose  that  music  should  be  taught 
in  country  schools  as  a  fine  art  or  a  profound 
science ;  neither  would  I  be  willing  that  its  study 
should  occupy  largely  the  school  hpurs.  AYith 
fifteen  or  twenty  minutes'  instruction  and  exercise  at 
the  opening  of  the  school  each  morning,  a  great 
improvement  will  be  mado  in  a  few  months,  and  an 
interest  in  music  will  bo  created  which  will  become  a 
matter  of  pleasure  to  teacher  and  pupils.  This  exer- 
cise in  music  each  morning  will  have  a  tendency  to 
diminish  tardiness  and  increase  the  attendance  of 
pupils.  The  exercises  of  the  day  should  also  l>e  con- 
cluded with  music. 

A  writer  in  the  Philadelphia  "Times,"  on  music  in 
the  public  schools,  gives  the  following  reminiscences 
of  the  beginners  in  Boston  fifty  years  ago :  — 

"It  was  my  fortune  to  bo  a  member  of  the  Ilawes 
School,  South  Boston,  in  1831,  whilo  Joseph  Harring- 
ton was  its  teacher,  and  through  his  wonderful  tact  of 
introducing  new  and  profitable  ideas  into  that  school, 
music  was  first  taught  publicly,  an  anti-swearing 
society  was  formed,  a  library  founded,  and  other 
novel  works  established.  By  some  means  the  city  of 
Boston  was  induced  to  test,  in  a  year's  study,  the 
introduction  of  vocal  music  into  one  of  its  schools  as 


MUSIC  IN   COUNTRY  SCHOOLS.  187 

a  trial,  to  see  if  it  in  any  way  interrupted  the  other 
teachings.  The  celebrated  teacher  and  musical  com- 
poser, Lowell  Mason,  was  our  teacher.  The  first 
portion  of  the  programme,  after  Mr.  Mason's  entering 
our  school,  was  to  grade  the  scholars  as  he  found 
them :  Good  singers,  No.  1 ;  not  so  good,  No.  2  ; 
so  on  to  No.  6,  or  no  singers.  At  the  start  the 
number  in  the  first  class  was  about  fifteen  out  of  a 
school  of  three  hundred  scholars ;  a  very  large  pro- 
portion went  in  the  No.  1  class,  and  only  a  very 
small  number  were  in  class  No.  6.  lie  perfectly 
demonstrated  four  facts  :  — 

"  First,  that  vocal  music,  with  instrumental  accom- 
paniment, did  not  in  any  way  or  manner  retard 
scholars  from  learning  their  ordinary  studies. 

"Second,  they  learned  more  rapidly  and  readily 
than  before. 

"Third,  it  increased  the  size  of  the  respiratory 
organs,  thereby  improving  their  health. 

"Fourth,  it  improved  them  morally. 

"  The  next  year  music  was  introduced  into  all  the 
public  schools  of  Boston." 

According  to  the  method  of  teaching  music  in  the 
public  schools  of  Boston,  the  voice  and  ear  should 
be  thoroughly  trained  by  practice  before  the  pupil 
attempts  to  read  music.  In  order  that  I  may  not  be 
misunderstood  in  this  statement,  I  will  give  the  lan- 
guage of  Prof.  H.  E.  Holt,  musical  instructor  of  the 
public  schools  of  Boston,  which  language  I  copy  from 
"  The  New  England  Journal  of  Education,"  of  that  city. 


188      GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOLS. 

Prof.  Holt  says :  "  The  object  of  instruction  in 
music  in  the  primary  schools  should  bo  to  develop 
the  musical  nature  by  training  the  voice  and  ear, 
and  developing  the  sense  of  rhythm.  What  the  child 
learns  of  language  during  the  first  five  years  of  its 
life  is  a  preparation  for  learning  to  read.  No  one 
would  think  of  attempting  to  teach  a  child  to  read 
before  it  could  talk.  It  would  be  equally  absurd  to 
attempt  to  teach  a  child  to  read  music  before  it  could 
sing.  Children  should  first  learn  to  sing,  as  they 
first  learn  language,  purely  by  imitation." 

I  am  aware  that  the  above  method  of  teaching 
music  will  not  be  approved  by  those  who  insist  that 
children  should  bo  taught  to  read  music  before  they 
are  trained  to  sing.  But  as  the  people  of  Boston 
have  given  special  attention  to  this  subject,  and  have, 
probably,  mado  greater  proficiency  in  music  than  the 
people  of  any  other  city  on  the  continent,  the  system 
which  they  practise  in  teaching  music  in  primary 
schools  is  certainly  worthy  the  consideration  of  all 
who  fed  ;in  interest  in  this  subject. 

A  class  of  sixteen  girls,  from  tho  Boston  public 
schools,  led  by  Prof.  Holt,  sung  before  the  American 
Institute  of  Instruction,  at  its  late  meeting  at  Sara- 
toga, and  their  singing  was,  by  competent  judges, 
considered  excellent.  It  was  there  publicly  stated 
that  they  had  been  trained  under  the  system  of  sing- 
ing by  imitation.  After  tho  voice  and  ear  have  been 
thoroughly  trained,  they  will,  of  course,  be  taught  to 
read  music.  This  seems  to  be  the  ivitural  method  of 


MUSIC  IN  COUNTRY  SCHOOLS.  189 

teaching  music,  and  yet  there  may  be  some  teachers 
who  think  they  cannot  successfully  carry  it  out. 
Let  each  teacher,  therefore,  thoroughly  study  this 
subject,  and  then  adopt  that  plan  by  which  he  can 
best  teach  his  pupils  to  sing. 

The  extent  and  thoroughness  of  the  study  of  music 
in  each  school  district  depends  largely  upon  the  quali- 
fications of  the  teacher,  and  the  interest  which  he 
feels  in  this  subject.  In  some  sections,  vocal  music 
alone  will  not  satisfy  the  wants  of  the  school,  and 
by  the  contributions  of  patrons  and  pupils  A  CABINET 

ORGAN  WILL  BE  ADDED  TO  THE  FURNITURE  OF  THE 
SCHOOL-ROOM. 

An  organ  can  be  purchased  for  a  small  sum,  and 
the  demand  for  instrumental  music  in  the  country  is 
increasing,  so  I  venture  to  predict  that  the  time  is 
not  distant  when  an  instrument  will  be  considered  as 
one  of  the  essentials  in  every  school-room.  The 
sound  of  an  organ  in  connection  with  vocal  music 
adds  to  the  interest  of  the  opening  and  closing  exer- 
cises of  the  school.  It  is  well  to  have  the  older 
pupils,  who  are  able  to  preside  at  the  organ,  take 
this  place  by  turns ;  and  if  any  pupils  play  upon 
other  instruments  which  harmonize  with  the  organ, 
and  which  are  in  good  standing  with  the  community, 
they  should  be  invited  to  bring  these  instruments 
and  join  in  the  daily  exercise.  The  more  interesting 
these  exercises  become,  the  more  anxious  will  pupils 
be  to  attend  the  school.  If  the  number  of  instru- 
ments should  make  a  "  band  of  music,"  so  much  the 


190      GRADUATING  SYSTEM  FOE   COUNTRY  SCHOOLS. 

better,  as  there  will  then  be  no  need  of  a  compulsory 
school  law. 

I  am  aware  that  some  of  the  sweetest-toned  instru- 
ments, by  being  often  found  in  bad  company,  have, 
in  many  places,  become  unpopular.  As  the  choice 
of  company  has  been  made  by  the  owner,  I  think  we 
could  safely  admit  these  instruments  into  the  school- 
room "on  trial,"  or  so  long  as  they  produce  no  dis- 
order. Public  sentiment,  however,  should  bo  con- 
sulted on  this  subject.  I  believe  that  the  time  will 
come  when  every  musical  instrument  which  man  has 
made  will  be  tuned  to  the  praise  of  God. 

In  some  sections  of  the  country  prejudices  exist  in 
the  minds  of  many  against  music  of  any  kind  in  pub- 
lic schools.  In  such  cases  the-  teacher  should  sum- 
mon to  his  aid  those  who  favor  music  in  schools,  and 
they  can  readily  create  a  public  sentiment  in 
favor.  It  will  not,  as  a  rule,  bo  best  for  the  teacher 
to  tbrco  music  into  the  school  contrary  to  the  wishes 
of  the  patrons.  It  13  not,  however,  a  difficult  imtter 
to  convince  most  persons  that  there  is  no  timo  lost  by 
hiiviug  music  in  school,  morning  and  evening. 

Let  the  teacher  illustrate  this  by  referring  to  the 
fact  that  when  wo  have  but  an  hour  to  spend  in  Sun- 
day school  wo  do  not  regard  it  a  waste  of  time  to 
devote  one  fourth,  or  even  one  half,  of  that  hour  to 
music.  Let  him  ask  how  many  would  be  willing  to 
attend  Sunday  school  if  there  was  no  music  connected 
with  the  exercises  from  beginning  to  ending.  The 
time  allowed  for  religious  services  in  Christian 


MUSIC   IN   COUNTRY    SCHOOLS.  191 

churches  is  almost  half  devoted  to  sacred  song,  and 
no  one  regards  this  time  wasted.  It  is  certainly 
evident  to  every  one  that  if  Sunday  schools  and 
churches  would  exclude  all  music,  superintendents  and 
clergymen  would  soon  feel  the  need  of  "  compulsory 
laws  and  truancy  acts,"  to  fill  vacant  chairs  and 
empty  benches. 

Music  will  do  more  to  collect  a  scattered  crowd 
than  the  voice  of  the  orator.  People,  young  or  old, 
cultured  or  uncultured,  will  come  together  if  called 
by  the  sweet  strains  of  music.  It  is  not,  therefore, 
unreasonable  to  suppose  that  the  introduction  of 
music  into  all  our  country  schools  would  do  more  to 
increase  the  attendance  of  pupils  than  compulsory 
laws  could  do.  Indeed  I  can  name  no  other  one 
thing  that  would  so  popularize  our  system  of  public 
instruction  as  the  introduction  of  music  into  all  our 
primary  schools. 

Many  of  the  lower  animals  will  collect  in  flocks  or 
herds,  if  called  by  music.  Shepherds,  in  ancient 
times,  when  watching  their  flocks,  were  accustomed 
to  play  upon  the  harp  to  prevent  the  sheep  from  wan- 
dering. The  modern  practice  is  to  place  a  sweet- 
toned  bell  upon  one  of  the  sheep,  and  then  the  entire 
flock  will  follow  the  bell,  in  order  to  hear  its  music. 
It  is  said  that  the  boys  who  are  engaged  in  herding 
cattle  on  the  great  plains  in  the  South  have  learned 
that  they  can  save  labor  by  moving  quietly  alJ  clay 
long  among  the  herds,  humming  low  tunes.  Cattle 
are  not  inclined  to  wander  away,  say  these  boys,  if 


192      GRADUATING  SYSTEM  FOE  COUNTRY   SCHOOLS. 

there  is  music  in  the  midst  of  the  herd.  At  night 
the  boys  rest  with  the  cattle  upon  the  plains,  and  in 
case  of  a  sudden  noise,  as,  for  example,  a  clap  of 
thunder,  when  the  cattle  are  suddenly  startled  and 
when  there  is  prospect  of  a  general  fright,  the  boys 
rise  and  commence  humming  their  low  tunes.  The 
cattle,  upon  hearing  the  accustomed  music,  suppose 
all  is  right,  and  quietly  lie  down  to  rest.  History 
furnishes  numerous  examples  of  the  power  of  music 
over  various  kinds  of  .animals;  but  I  will  not  further 
follow  this  particular  part  of  my  subject. 

There  is  music  in  a  sweet-toned  school  bell,  and 
it  tends  to  collect  pupils  just  as  the  bell  upon  a  tin- 
gle sheep  tends  to  call  the  flock  together.  "The 
church-goin#  bell"  pays  its  cost  in  the  additions 
which  it  makes  to  the  congregation.  So  fully  is  thw 
influence  understood,  that  sometimes,  in  cities,  a 
set  of  bells  tuned  to  a  musical  scale  is  placed  upon 
the  church,  and  the  M  chime  of  bells,"  the  sound  of 
bells  in  harmony,  will  collect  a  congregation  even  at 
unseasonable  hours. 

But  the  best  results  arising  from  music  in  the 
school-room  do  not  consist  of  increased  attendance 
of  pupils,  but  of  improved  conduct  and  character. 
Pure  music  not  only  pleases  the  car,  but  it  improves 
the  heart.  No  one  can  listen  to  pure  music  without 
feeling  a  desire  to  be  better. 

V/ords  which  are  set  to  music  may  be  immoral, 
but  music  itself  is  pure,  it  is  divine.  The  present 
generation  of  youth  is  certainly  fortunate  in  having 


MUSIC   IN  COUNTRY   SCHOOLS.  193 

so  many  excellent  published  collections  of  songs  suit- 
able for  the  school-room,  from  which  to  make  selec- 
tion. These  song-books  are  generally  cheaper  than 
other  school  books,  and  it  is  as  important  for  each 
pupil,  who  can  read,  to  have  his  own  singing  book, 
as  it  is  for  him  to  have  his  own  reader. 

Most  of  the  studies  in  the  common-school  course 
appeal  more  to  the  intellect  than  to  the  heart,  and, 
as  pure  music  tends  to  improve  both  manners  and 
morals,  it  should  occupy  a  prominent  place  upon  the 
programme  in  all  our  public  schools. 

Perhaps  I  cannot  conclude  this  subject  to  better 
advantage  than  by  presenting  the  following  article 
from  "The  National  Journal  of  Education,*'  Bos- 
ton :  — 

"  It  has  been  urged  that  music  is  a  branch  of  study 
more  ornamental  than  useful ;  which  can  be  dispensed 
with  altogether,  or  the  expenditure  in  its  behalf  be 
greatly  reduced.  Yet,  as  a  matter  of  fact,  no  such 
claim  is  made  among  prominent  educators,  or  by 
those  best  informed  on  matters  pertaining  to  public 
instruction.  On  the  contrary,  here  in  Massachusetts, 
music  never  stood  higher  on  the  list  of  studies  than 
now ;  was  never  so  thoroughly  taught  as  now,  never 
so  justly  appreciated  as  now.  Our  University,  with 
its  professor  of  music,  within  the  year  has  found  it 
accessary  to  employ  in  addition  a  tutor  in  singing, 
and  is  granting  diplomas  to  such  as  successfully  com- 
plete the  course  prescribed. 

"The  Empire  of  Japan  has  just  concluded  a.  con- 
is 


194      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

tract  with  Mr.  L.  W.  Mason,  late  superintendent  of 
music  in  the  schools  of  Boston,  to  introduce  our  sys- 
tem of  musical  instruction  into  that  country.  Ar- 
rangements are  making  at  Tokio,  on  the  most  liberal 
scale,  to  furnish  the  means  and  appliances  needed  in 
the  line  of  his  profession,  to  promote  his  personal 
comfort,  and  to  add  dignity  to  the  office  he  assumes. 

"Music  has  become,  may  we  not  say,  the  chief 
amusement  of  the  people?  As  such  it  is  innocent,  it 
leaves  no  sting  behind ;  and  it  is  not  every  amuse- 
ment of  which  this  can  be  predicated.  The  love  for 
it,  moreover,  in  the  household  is  limited  only  by  the 
of  talent  in  that  direction  possessed  by  the 
the  family,  or  by  their  ability  to  procure 
for  ihcraycs  the  means  of  its  gratification. 

"But  it  would  bo  taking  a  partial  view  of  the 
matter  were  we  to  regard  it  merely  in  tho  light  of  a 
recreation.  As  a  branch  of  study  its  value  is  beyond 
question.  It  cultivates  tho  ear,  informs  the  ta>te. 
trains  the  faculties  of  the  mind,  develops  and  invig- 
orates tho  powers  of  the  body.  Of  what  other  study 
can  this  be  affirmed  in  an  equal  degree?  Viewed 
simply  as  a  resource  for  earning  one's  .living,  it  is 
safe  to  say  that  a  knowledge  of  music  gives  direct 
support  to  a  vastly  greater  number  of  men  and 
women  than  does  an  acquaintance  with  any  one  of  the 
so-called  higher  studies  pursued  in  our  schools. 

"  Consider  the  interests  of  music  in  their  financial 
aspect.  See  the  amount  of  capital  invested  in  the 
manufacture  of  pianos,  organs,  band  and  orchestral 


MUSIC   IN   COUNTRY   SCHOOLS.  195 

instruments ;  the  printing  and  engraving  of  sheet 
music  and  musie-books ;  the  various  newspapers  or 
journals  devoted  exclusively  to  musical  matters  ;  the 
fabulous  sums  lavished  upon  distinguished  singers  or 
players,  who  fill  our  largest  halls  at  their  concerts 
with  eager  listeners. 

"  There  has  been  heard  here,  this  season,  an  art- 
ist who  received  for  singing  a  couple  of  songs  more 
than  three  hundred  dollars ;  while  orchestral  players 
have  been  paid  for  an  hour's  work  twenty-five 
dollars  each.  Members  of  church  choirs  obtain 
for  their  services  from  two  dollars  up  to  thirty 
dollars  a  Sunday.  Boys  from  our  grammar  schools, 
even  as  low  as  the  fourth  class,  are  engaged  in  the 
choirs  of  Boston  and  vicinity,  where,  in  addition  to 
the  instruction  given  them,  they  receive  salaries 
corresponding  to  the  degree  of  talent  they  manifest. 
Five  dollars,  for  a  couple  of  hours  spent  in  church  at 
the  organ,  is  not  uncommon. 

"  A  professional  man,  whose  fees  amount  to  one 
hundred  dollars  a  day,  is  looked  upon  as  quite  suc- 
cessful;  a  merchant,  who  clears  the  like  sum  of 
money,  may  well  congratulate  himself  as  being  in 
prosperous  circumstances.  But  there  are  singers 
able  to  command  twice  as  much  for  every  appearance 
they  make  before  the  public.  It  is  within  the  mem- 
ory of  some  of  us  that  Jenny  Lind  contracted  with 
Mr.  Barnum  to  sing  one  hundred  nights  in  America 
for  one  hundred  thousand  dollars,  and  he  never  com- 
plained of  the  bargain. 


196       GRADUATING 'SYSTEM  FOR  COUNTRY   SCHOOLS. 

"  A  single  song,  the  production  of  Dr.  Arthur 
Sullivan,  which  may  have  cost  him  only  a  few  hours' 
labor,  has  yielded  its  proprietor  an  annual  in- 
come .of  two  thousand  five  hundred  dollars.  A 
second  song  of  his,  'The  Lost  Chord,'  well 
known  in  our  concert-rooms  and  parlors,  has 
proved  a  fortune  in  itself.  '  II.  M  S.  Pinafore,'  a 
work  of  the  same  composer,  which  has  gone  the 
length  and  breadth  of  the  land  both  here  and  abroad, 
—  a  clean,  charming,  wholesome  composition,  ad- 
mired alike  by  artist  and  amateur, — has  been  a 
mine  of  wealth  to  many  a  manager  and  publisher, 
besides  affording  delight  to  thousands  of  hearers. 

"  Music-selling  and  music  publishing  houses  in  this 
country,  if  w<-  <-<>n.-i<lor  the  magnitude  of  their  busi- 
ness and  the  variety  of  their  publications,  stand  sec- 
ond to  none  the*  world  over. 

rt  Pianos  and  parlor  organs  are  almost  as  common 
as  tables  and  bureaus ;  or,  at  least,  it  may  be  said 
with  truth  that  a  house  without  a  musical  instrument 
of  some  sort  is  a  rarity.  A  family  in  which  there  is 
no  music,  and  no  love  for  it,  must  certainly  be  ac- 
counted unfortunate  in  that  respect. 

w  See  how  largely  dependent  we  are  upon  the  Ger- 
mans in  filling  the  ranks  of  our  bands  andorchest. 
because,  music  having  been  so  many  years  a  regular 
study  in  their  common  schools,  enjoying  all  the  time 
the  highest  consideration  in  the  community  at  large, 
they  have  become  superior  to  us  in  the  art,  and  are, 
for  the  present,  beyond  our  competition. 


MUSIC  IN  COUNTRY   SCHOOLS.  197 

"Look  at  our  conservatories  and  colleges  of  music, 
which  already  surpass  those  of  Europe  in  the  number 
of  their  students,  and  bid  fair,  in  due  time,  to  rival 
them  also  in  the  excellence  of  the  instruction  fur- 
nished, as  well  as  in  the,  talent  and  proficiency  of 
their  graduates. 

"  The  complaint  is  sometimes  made  against  ^>ur 
schools,  that  children  are  not  taught  what  will  be  of 
practical  use  in  after-life.  What  is  learned  of  some 
subjects,  it  is  said,  needs  to  be  so  modified  before  it 
can  be  available  in  practice,  that,  aside  from  the  men- 
tal discipline  thereby  secured,  it  may  be  a  question 
whether  time  so  spent  could  not  be  better  employed 
in  other  ways.  Such  is  not  the  case  with  music. 
Whatever  is  gained  in  that  direction,  though  it  be 
only  the  power  of  singing  the  scale,  is  immediately 
useful,  and  will  form  one  of  the  inevitable  steps  to 
be  taken  sooner  or  later  if  one  desires  to  become  a 
musician. 

"Given  the  requisite  amount  of  talent,  with  corre- 
sponding application  under  competent  instruction, 
and  the  pupil  finds  himself  in  the  possession  of  an  ac- 
complishment more  or  less  adequate  to  his  support  in 
life,  while  leaving  him  opportunity  to  attend  to  other 
business  But  whether  he  turn  this  acquirement  to 
account  pecuniarily  or  not,  his  knowledge  and  skill 
in  the  art  will  continue  an  unfailing  source  of  delight 
to  himself  and  friends  as  long  as  life  and  health 
remain. 

"  Is  there  one  of  us  who,  when  his 


198      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

to  take  his  place  in  society,  would  not  be  glad  to 
know  that  he  had  gained  a  taste  for  music,  and  some 
knowledge  of  it?  Should  we  not  consider  it,  in 
some  sense,  as  a  safeguard  to  restrain  him  from  the 
pursuit  of  other  and  less  salutary  modes  of  enjoy- 
ment? Where  there  is  music  at  home,  and  an  appre- 
ciation of  it,  the  various  forms  of  dissipation,  to 
which,  for  want  of  something  better  to  occupy  their 
leisure  hours,  the  young  are  so  prone,  will  lose  their 
charms,  and  fail  to  make  felt  their  pernicious  attrac- 
tions. . 

"  All  this  goes  to  show  how  deep  a  root  music  has 
taken  among  us,  how  rapidly  it  is  growing,  how 
widely  extending,  and  how  it  demands  —  and  rea- 
sonably, too  —  a  fostering  hand  and  liberal  support 
from  those  who  are  charged  with  the  administration 
of  the  interests  of  public  education." 


LECTUEE  XVII. 

THE   DICTIONARY   IN   THE    SCHOOL-ROOM. 

IN  the  school-room,  as  on  the  farm  and  in  the 
workshop,  some  things  are  mere  matters  of.  comfort 
or  convenience ;  some  are  intended  to  lessen  labor, 
while  others  are  absolutely  essential  to  success.  The 
patrons  of  our  public  schools  will  agree  that,  first  of 
all,  the  furnishments  of  the  school-room  should 
include  such  things  as  are  indispensable  in  the  work 
of  gaining  a  thorough  knowledge  of  the  common 
branches. 

As  a  simple  illustration  of  the  thought  which  I 
desire  to  present,  I  may  say  that  on  the  farm  the 
mowing-machine  is  an  important  implement,  —  a 
labor-saving  machine ;  but  it  is  not  absolutely  essen- 
tial, as  the  ordinary  scythe  may  do  well  the  work  of 
the  mowing-machine.  The  plough  is  an  essential 
implement  on  every  farm,  as  nothing  else  can  take 
its  place  or  do  its  work.  Any  sensible  farmer  who 
wishes  to  engage  in  raising  grain  and  grass,  if  called 
upon  to  decide  whether  he  will  do  without  a  plough  or 
a  mowing-machine,  will  at  once  decide  to  do  without 
the  latter.  If  he  is  unable  to  purchase  either,  and  a 


200    GRADUATING    SYSTEM   FOR   COUXTRT   SCHOOLS. 

friend  proposes  to  make  hi  ma  present  of  one  or  the 
other — his  choice  of  the  two  —  for  his  own  use,  he 
will  choose  the  plough,  although  he  is  aware  that  the 
mowing-machine  sells  for  the  most  money. 

In  the  school-room  the  blackboard  serves  a  very 
important  purpose ;  it  saves  an  immense  amount  of 
labor,  and  some  may  say  that  it  is  essential  to  suc- 
cess. But  when  we  consider  the  fact  that,  in  the 
absence  of  the  blackboard,  the  same  work  may  be 
done  upon  slates,  wo  conclude  that  the  blackboard, 
though  important,  is  not  indispensable. 

A  dictionary,  giving  the  proper  pronunciation  and 
a  complete  definition  of  all  the  words  of  the  English 
language,  is  not  only  important,  but  absolutely  essen- 
tial, in  every  school-room.  It  is  to  the  school-room 
what  the  plough  is  to  the  farm,  —  the  foundation  of 
success.  No  substitute  for  it  has  ever  been  found, 
and  it  is  evident  that  much  of  the  work  done  in  any 
school-room  that  is  without  it  must  necessarily  be 
mere  "guess- work." 

It  is  folly  to  argue,  as  some  have  done,  that  teach- 
ers in  our  country  schools  ought  to  be  so  familiar 
with  the  pronunciation  and  definitions  of  words,  that 
they  may  with  safety  undertake  to  teach  without  a 
dictionary  before  them.  The  finest  scholars,  and  the 
most  thorough  teachers  in  the  higher  institutions  of 
learning  throughout  the  land,  tell  us  that,  in  their 
work  of  instruction,  they  make  the  dictionary  a 
constant  companion.  No  well-qualified  teacher  will 
claim  that  he  can  do  first-class  work  without  a 


THE    DICTIONARY   IN   THE    SCHOOL-ROOM.        201 

dictionary  as  a  book  of  reference  for  himself  and 
his  pupils.  It  is  the  one  weapon  with  which  every 
true  scholar,  who  wishes  to  be  strong,  must  be  con- 
stantly armed. 

But  some  of  the  patrons  of  our  public  schools  may 
honestly  ask,  What  benefits  are  to  be  derived  from  a 
dictionary  in  the  school-room?  Among  the  many 
advantages  which  might  be  named  I  may  rely  upon 
three  principal  ones,  namely :  — 

1.  All  members  of  the  school  may  learn  to  spell 
correctly  by  forming  the  habit  of  looking  in  the  dic- 
tionary, to  see  the  correct  spelling  of  all  words  about 
which  they  are  in  doubt,  before  using  them  in  com- 
position. 

2.  All  members  of  the  school  may  be  led,  by  the 
use  of  the  dictionary,  to  form  the  habit  of  pronoun- 
cing correctly  all  words  which  they  see  in  reading  or 
which  they  use  in  writing  or  in  conversation. 

3 .  All  members  of  the  school  may  be  led  to  form 
the  habit  of  looking  to  the   dictionary  in  order  to 
learn  the  exact  meaning  of  the  words  which  they  see 
or  hear,  about  which  they  are  in  doubt. 

Perhaps  no  one  will  doubt  the  necessity  for  correct 
spoiling,  as  the  meaning  of  words  in  a  letter  or  a 
contract  may  depend  upon  the  way  these  words  are 
spelled.  But  some  persons  may  ask,  Where  is  the 
need  of  such  precision  in  pronunciation  ? 

I  may  answer  that  it  has  been  truly  said,  that 
"hardly  any  one  thing  so  publicly  marks  and  distin- 
guishes the  unrefined  and  uncultivated  from  the 


202      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

refined  and  cultivated,  as  inaccurate  and  inelegant 
pronunciation."  A  man  whose  pronunciation  is  in- 
accurate and  inelegant  may  read  extensively,  he  may 
even  become  a  professional  man  ;  but  whether  he  ap- 
pears in  the  pulpit,  on  the  platform,  or  in  the  social 
circle,  his  pronunciation  will  constantly  attract  atten- 
tion, as  do  stains  upon  a  costly  garment. 

No  one  will  don}'  the  fact  that  all  young  people 
ought  to  have  a  clear  knowledge  of  the  meaning  of 
such  words  as  they  see  in  reading  or  use  in  writing 
or  iu  conversation.  They  cannot  read,  or  write,  or 
converse,  or  even  think ,  to  the  best  advantage,  unlc-> 
they  have  a  correct  knowledge  of  the  meaning  of  the 
words  which  are  used. 

It  is  the  duty  of  those  who  are  charged  with  tlio 
interests  of  public  education  to  place  a  dictionary 
in  every  school-house.  The  discharge  of  this  duty 
would  insure  to  the  nation  a  higher  degree  of  intelli- 
gence and  a  broader  culture.  In  many  places  public 
schools  have  already  been  supplied  with  dictionaries, 
and  there  is  almost  everywhere  a  growing  sentiment 
in  favor  of  this  work. 

I  suggest  that  where  the  school  officers  decline  to 
furnish  a  dictionary  for  tho  school-room,  the  teacher 
may,  with  propriety,  appoint  a  committee  of  pupils 
to  solicit  contributions  from  tho  patrons;  or  they 
may  arrange  an  interesting  literary  entertainment, 
and  charge  an  admission  fee  sufficient  to  purchase  a 
dictionary. 

In  selecting  a  dictionary  for  the  school-room,  care 


THE   DICTIONARY   IN   THE   SCHOOL-ROOM.        203 

should  be  taken  to  obtain  the  best.  A  small  diction- 
ary should  not  be  selected,  as  the  vocabulary  and 
definitions  in  such  a  book  will  be  incomplete  and  un- 
satisfactory. We  have,  in  this  country,  only  two 
unabridged  dictionaries,  —  WEBSTER'S  and  WORCES- 
TER'S,—  one  of  which  ought  to  be  placed  in  every 
school.  It  should  be  a  part  of  the  regular  furniture 
of  the  school-room,  for  the  benefit  of  the  whole 
school,  accessible  alike  to  the  teacher,  and,  under 
proper  regulations,  to  every  scholar  capable  of  deriv- 
ing benefit  from  consulting  it. 

But  then,  as  it  is  obvious,  no  one  copy,  nor  several 
copies  of  a  work  of  this  kind,  can  meet  all  the  wants 
of  all  the  pupils,  since  nearly  every  scholar  should 
find  frequent  occasion  to  consult  his  dictionary  on 
minor  points,  and  will  often  have  occasion  to  refer  to 
it  in  his  own  seat,  or  to  take  it  home  to  aid  him  of 
an  evening  there,  every  scholar  past  the  most  element- 
ary branches,  and  beyond  the  age  of  six  or  eight, 
should  have  his  or  her  own  dictionary  in  an  abridged, 
portable  form. 

In  order  that  I  may  present  this  subject  in  the 
clearest  light  possible,  I  will  offer  the  opinions  of 
some  of  the  foremost  thinkers  connected  with  the 
educational  work  in  this  country.  The  first  article 
which  I  offer  is  from  the  pen  of  one  of  the  publish- 
ers of  Webster's  Unabridged  Dictionary ;  but  this 
fact  will  in  no  way  weaken  its  force  with  people  who 
think  for  themselves  :  — 

"  Every  intelligent  teacher  will  readily  concede  the 


204      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

importance  of  having  each  of  his  pupils  furnished 
with  a  good  dictionary  of  the  language.  The  faculty 
of  speech,  with  which  man  is  endowed  by  his  Creator, 
and  written  language,  arc  among  the  crowning  excel- 
lences which  distinguish  him  from  the  brute  creation. 
They  form  the  garb  in  which  his  rational  thoughts 
aro  clothed,  and  constitute  the  medium  through 
which  he  communicates  those  thoughts  to  the  minds 
of  others.  Without  them,  the  treasures  of  knowl- 
edge which  an  individual  may  acquire  must  remain 
forever  locked  up  iii  his  own  breast,  and  his  o\vn 
intellectual  stores  be  limited  to  his  self-obtained  and 
very  imperfect  acquisitions.  The  past  can  make  to 
them  DO  Additions,  nor  can  he  communicate  them  to 
those  around  him,  —  much  less  transmit  them  to  the 
future. 

"  Words,  therefore,  a  written  and  spoken  language, 
form  the  great  instrument  to  bo  employed  in  acquir- 
ing or  oommoniocting  ideas.  It  becomes,  then, 
obviously  important,  in  order  that  this  instrument 
may  he  employed  skilfully  and  successfully,  that  we 
ess  it  in  as  great  perfection  as  i.s  attainable,  and 
know  pcn'ectly  how  to  use  it.  How  can  I  thor- 
oughly understand  the  mental  conceptions  of  another, 
unless  1  know  fully  the  meaning  of  the  words  he 
employs  in  giving  them  expression,  and  unless  his 
utterances,  and  my  understanding  of  them,  are  coin- 
cident? Otherwise,  errors,  confusion  of  ideas,  and 
blunders  interminable,  must  be  the  result. 

"It  follows,  therefore,  that  while  the   scholar,   i  i 


THE    DICTIONARY   IN   THE    SCHOOL- ROOM.        205 

pursuing  any  other  given  branch  of  study,  as  of 
mathematics,  or  natural  or  mental  philosophy,  needs, 
specially,  only  tho  text-books  appropriate  to  that 
particular  department,  yet,  in  all  his  studies,  the  dic- 
tionary should  be  his  constant  and  intimate  compan- 
ion. From  the  very  first  hour  when  he  begins  to 
employ  words  in  combination,  —  nay,  from  a  still 
earlier  period,  since  orthography  and  pronunciation, 
taught  by  his  dictionary,  have  to  do  with  words  in 
their  isolated  forms,  —  on  through  every  stage  of  his 
progress,  up  to  the  highest  attainments  in  science  of 
which  the  human  mind  is  capable,  the  wise  and 
reflecting  scholar  will  have  constant  recourse  to  his 
standard  lexicon,  and  find  its  treasures  continually 
available. 

"It  is  related  of  Daniel  Webster,  that  on  being 
inquired  of  what  authorities  he  consulted,  or  what 
course  he  adopted,  in  his  preparation  for  his  great 
forensic  efforts,  he  replied  that  he  consulted  his 
dictionary. 

"  Yet  the  opinion  has  been  expressed  that,  in  pro- 
portion to  the  number  of  pupils,  a  less  number  of 
dictionaries  will  now  be  found  in  our  schools  than 
formerly.  The  introduction  of  a  great  number  of 
studies,  once  unknown  in  our  common  and  higher 
schools,  may  have  contributed  to  this  result,  if  such 
a  result  have  really  followed,  and  thus  important 
elementary  studies,  lying  at  the  foundation  of  all 
others,  be  in  danger  of  being  overlooked.  Does  not 
the  introduction  of  these  higher  branches,  on  the  other 


206     GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

hand,  render  still  more  important  the  possession,  by 
every  scholar,  of  ti  good  English  dictionary  ? 

"  Let  us  look  at  this  matter  a  little  more  in  detail. 
Is  there  a  single  study,  in  which  the  scholar  can  be 
engaged,  above  the  simple  learning  of  the  alphabet, 
and  the  spelling  of  words  in  their  primitive  forms, 
which  follows  (tho  spelling  book  affording  for  this 
object  a  partial  sukstituc  for  the  dictionary),  in  which 
ho  ought  not  to  have  a  constant  reference  to  the 
latter? 

"  Take,  first,  tho  reading  exercise.  No  reflecting 
tr:n  her  supposes  that  reading — «rivintr  vocal  utter- 
ance to  the  written  language  of  an  author,  so  as  to 
do  full  justice  to  that  author's  conceptions  —  can  be 
intelligently  taught  by  merely  requiring  :i  parrot-like 
compliance,  on  tho  part  of  tho  pupil,  with  certain 
prescribed  rules  for  reading,  —  here  to  give  the  ris- 
hi^-  and  there  a  falling  inflection  of  his  voice,  here 
to  pause  while  you  could  count  one,  and  there  two, 
.  and  in  this  manner  to  indicate  all  the  tones  and 
cadences  of  tho  voice  by  stereotyped,  fixed  directions. 
How  can  tho  ever-varying  emotions  of  tho  human 
soul,  and  tho  corresponding  expression  of  t! 
emotions  by  tho  human  voice,  appropriately  em- 
ployed by  one  in  reading  aloud  tho  recorded  thoughts 
of  another,  bo  thus  formally  indicated? 

"Is  not  this,  rather,  tho  true  philosophy?  The 
scholar  must  first  possess  himself  of  tho  exat  i 
thought  of  his  author.  He  must  know  the  precise 
meaning  of  every  word  in  the  sense  in  which  that 


THE    DICTIONARY   IN   THE    SCHOOL-ROOM.        207 

author  employs  it,  and  that  author,  it  is  to  be  in- 
ferred, will  have  employed  correct  and  appropriate 
language.  The  signification  of  each  word,  if  not 
otherwise  understood,  he  must  learn  from  his  diction- 
ary. He  must  also  learn  the  relation  of  one  word  to 
another,  or  the  construction  of  words  in  sentences. 
He  must  become  thus  thoroughly  imbued  with  the 
spirit  and  meaning  of  the  writer.  Then,  general, 
simple  rules,  the  instructions  of  the  living  teacher, 
and  practice,  must  do  thereat  in  forming  a  graceful, 
effective  reader. 

"  Take  the  study  of  English  grammar.  Is  it  not 
perfectly  obvious  that  a  correct  knowledge  of  the 
precise  import  of  every  word  is  necessary,  in  order 
to  a  correct  grammatical  analysis  of  any  given  sen- 
tence? The  same  word  is  often  used,  now  as  one 
part  of  speech,  and  now  as  another,  — here  a  noun, 
and  there  a  verb ;  in  this  connection  a  conjunction, 
in  that  a  pronoun ;  here  the  word  is  an  adverb,  there 
an  adjective,  and  so  on.  The  dictionary,  therefore, 
hardly  less  frequently  than  the  grammar,  must  be 
consulted  in  the  preparation  for  the  parsing  exercise. 

"  And  so  we  might  proceed  through  the  whole 
course  of  English  studies.  In  mathematics,  a  full 
and  clear  perception  of  the  exact  meaning  of  a  term 
is  absolutely  essential  to  a  right  understanding  of  the 
chains  of  reasoning  employed,  and  an  error  here  may 
be  fatal  to  the  whole  process.  Is  not  every  teacher 
made  often  aware  that  many  of  his  scholars  either  have 
no  lucid  perception,  or  wholly  fail  to  understand 


208     GRADUATING   SYSTEM   FOU  COUNTRY   SCHOOLS. 

the  import  of  such  words  as  proportion,  cancel, 
inverse,  ratio,  and  many  other  terms  employed  in  the 
arithmetic  they  arc  studying?  So  in  physiology, 
logic,  rhetoric,  natural  and  mental  philosophy,  his- 
tory, and  every  science. 

"IIow  many  persons,  young  and  old,  fail  to 
appreciate  the  beauties  of  an  author,  or  entirely 
misconceive  his  meaning,  from  want  of  a  right 
understanding,  in  their  nice  shades  of  thought,  of  the 
words  ho  employs!  The  gratification  they  would 
otherwise  experience  from  a  lino  composition  is  thus 
proportionally  lost. 

"But  not  only  do  many  persons,  from  this  cause,  fill 
of  a  correct  appreciation  of  the  thoughts  of  others, 
but  they  likewise  have  very  little  power  of  commu- 
nicating tl.i'ir  own.  They  at  best  express  vaguely  or 
inaccurately  their  own  ideas,  and  so  have  very  little 
power,  cither  by  written  or  spoken  language,  of 
influencing  their  fellow-mi'ii ;  while  he  who  i;  \\vll 
skilled  in  the  use  of  language  wields  a  power  and 
possesses  an  influence,  an  ability  to  persuade  or  c-m- 
viinv  me:i  u>  his  own  views,  entirely  unknown  to  one 
lacking  this  qualification.  Nor  is  this  a  kind  of 
knowledge  only  occasionally  available  ;  it  is  in  d.iily 
and  constant  requisition.  Indeed,  how  could  the 
eloquent  orator,  as  Webster  or  Clay,  or  thj  gifted 
poet,  like  Willis,  clothe,  with f  thoughts  that  breathe/ 
'  words  that  burn,'  unless  he  had  entire  command,  in 
their  full  import,  of  these  instruments  of  thought, 
the  words  in  which  they  must  find  expression?  IIo\v 


THE    DICTIONARY    IX   THE    SCHOOL-ROOM.         209 

else  could  he  so  effectively  stir  up  the  deep  fountains 
of  feeling  in  the  soul  of  the  reader  or  listener? 
What  wonder  that  these  men  of  commanding  genius 
and  master  minds,  as  we  have  seen,  have  constant 
reference  to  the  dictionary  !  Nor  is  such  an  attain- 
ment as  has  been  described,  the  power  accurately  to 
understand  and  readily  to  employ  the  words  of  a  lan- 
guage, made  without  effort,  constant  and  protracted. 
The  dictionary  is  the  expositor  of  words.  Its  busi- 
ness is  to  give  accurately  and  unmistakably  their 
orthography,  pronunciation,  and  meaning;  and, 
rightly  appreciating  the  importance  of  a  correct 
knowledge  of  words,  what  work  can  be  more  prof- 
itably made  a  daily  study  ?  And  could  a  thorough 
and  uniform  understanding  of  the  meaning  of  words 
become  universal,  how  many  discussions  would  bo 
shortened ;  how  many  disputes  avoided ;  how  greatly 
mankind  benefited ! " 

I  desire  next  to  present  some  excellent  suggestions, 
made  by  Dr.  Joseph  Emerson,  long  and  extensively 
known  as  an  accomplished  teacher,  in  his  Introduc- 
tion to  Dr.  Watts's  "Improvement  of  the  Mind." 
His  remarks  are  earnestly  commended  to  every  one 
having  anything  to  do  with  the  mental  training  of 
the  young. 

"There  is,"  says  l)r.  Emerson,  "probably  no 
other  branch  of  literacy  education  of  equal  impor- 
tance that  is  so  neglected,  or  imperfectly  taught,  as 
defining, —  no  other  that  has  now  such  demands  upon 
the  attention  of  teachers.  It  is  often  astonishing  and 
14 


210     GRADUATING   SYSTEM   FOE   COUNTRY   SCHOOLS. 

grievous  to  see  how  grossly  ignorant  are  children  and 
youth,  and  even  men  and  women,  of  tho  meaning  of 
important  words  and  phrases, —  an  ignorance  which, 
in  general,  they  are  very  far  from  feeling  or  mistrust- 
ing. They  cannot  express  their  thoughts,  for  \\.mt 
of  words,  and  often  they  express  thoughts  very  dif- 
ferent from  what  they  intend,  because  they  do  not 
understand  tho  words  they  employ.  And  very  fre- 
quently, from  tho  same  cause,  they  tako  no  idea,  or 
wrong  ideas,  from  what  they  read  and  hear.  Prob- 
ably moro  than  three  fourths  of  the  disputes  that 
have  troubled  the  world  have  arisen  from  tho  igno- 
rance or  misapprehension  of  wordB.  No  doubt  one  of 
tho  greatest  reasons  why  so  little  good  is  effected  by 
preaching  is,  that  tho  language  of  tho  preacher  is  but 
very  imperfectly  understood  by  most  of  tho  hear- 
ers. Said  a  venerable  and  pious  lady  to  her  little 
grandchild,  just  recovering  from  sickness,  'Now  YOU 
must  bo  thankful.'  But  tho  poor  child  did  not  kuoiv 
—  could  notgucss  —  the  meaning  oft/tankful,  and 
afraid  to  ask.  So  her  excellent  instruction  was  lost 
upon  tho  child,  at  least  for  years,  till  ho  ascertained 
the  meaning  of  tho  word.  So  it  is,  no  doubt,  with  a 
great  part  of  the  instructions  that  parents  and  teach- 
ers, as  well  as  ministers,  give  to  those  under  their 
care. 

w  A  remedy  for  these  various  and  abounding  evils 
is  devoutly  to  bo  wished  and  sought.  What  is  it? 
Proper  attention  to  thoexorciso  of  defining  is  doubt- 
less one  of  the  remedies,  and  perhaps  the  best  of  all. 


THE   DICTIONARY   IN   THE   SCHOOL-ROOM.        211 

And  it  would  be  easy  to  show  that  all  other  methods 
must  be  ineffectual  to  gain  an  accurate  knowledge  of 
words,  at  least  of  many  words,  without  this. 

"  But  the  exercise  of  defining  may  not  only  prevent 
much  evil,  but  effect  much  positive  good.  When 
properly  attended  to,  it  is  one  of  the  best  exercises  for 
improving  at  once  tLe  memory  and  the  judgment,  and 
storing  the  mind  with  useful  knowledge.  And  when 
a  good  acquaintance  with  language,  I  mean  the  ver- 
nacular language,  is  once  acquired,  this  knowledge  is 
one  of  the  best  aids  ever  devised  by  human  ingenu- 
ity to  assist  the  reasoning  faculty  in  the  search  of 
truth.  We  make  much  use  of  words  in  thinking, 
especially  in  close  thinking ;  and  it  is  perhaps  impos- 
sible to  pursue  a  train  of  thought,  to  any  consider- 
able length,  without  their  aid.  But  how  often  do  we 
impose  upon  ourselves,  and  draw  wrong  conclusions, 
by  imperfectly  understanding  the  words  we  silently 
and  perhaps  insensibly  use,  or  by  using  them  in  dif- 
ferent senses.  And  how  often  do  we  think  in  words, 
of  which  we  have  no  definite  understanding,  flat- 
tering ourselves  that  we  are  nobly  investigating 
thoughts  and  things,  while,  in  reality,  we  arc  only 
making  progress  in  pride  and  darkness.  As  words 
are  only  the  signs  of  thoughts  and  things,  and  the  re- 
lation of  things,  so  it  is  very  important,  in  order  to 
improve  our  acquaintance  with  thoughts,  things,  and 
relations,  that  we  should  have  a  very  clear  and  cor- 
rect knowledge  of  the  meanings  of  words,  or  objects 
which  they  represent.  This  cannot  be  gained  by 


212      GRADUATING    SYSTEM    FOR    COUNTRY    SCHOOLS. 

attending  to  the  manner  and  connection  in  which 
words  jvrc  used,  whether  written,  printed,  or  spoken. 
This  will  often  le:ivc  the  sense  very  vague  and  inde- 
terminate, or  positively  wrong. 

"An  acquaintance  with  other  languages  will  not 
give  us  a  correct  knowledge  of  English  words.  For, 
in  the  first  place,  all  the  English  words  derived  from 
tin -so  three  languages  do  not  constitute  one  fifth  part 
of  our  language. 

"  In  the  second  place,  there  is  scarcely  an  instance 
in  which  a  knowledge  of  the  original  word  can  give 
us  any  precise  idea  of  the  meaning  of  its  derivative. 
The  fact  is,  that  the  meaning  of  almost  every  word 
includes  several  ideas;  ami  when  \ve  borrow  a  word 
from  another  language,  we  scarcely  ever  use  it  to  ftjg- 
nit'v  just  the  same  ideas  denoted  by  its  original.  For 
example,  our  words,  cap,  captain,  caption,  capital, 
n/y//Vo/,  cajiihtttftn,  decapitate,  all  are  derived  from 
c<i/>'t/,  —  a  head.  But  they  all  differ  in  signification 
from  capnt,  as  well  as  from  one  another.  There  is, 
indeed,  some  resemblance  among  the  Mollifications  of 
all.  This  makes  it  a  little  easier  to  learn  and  to 
retain  their  meanings ;  but  an  acquaintance  with 
tlioe  various  meanings  cannot  be  gained,  but  from 
other  sources.  The  same  mi.irht  be  >ho\\  n  by  multi- 
tudes of  other  examples.  Hence  it  has  come  to  pass 
that  u .*e i  and  not  derivation,  is  the  law  of  laiurti- 
and  hence  our  word  virtue  has  by  no  means  the  >ame 
signification  as  its  original,  virtus.  Hence,  too,  it 
has  come  to  pass  that  a  knowledge  of  the  original 


THE   DICTION AKY   IN  THE    SCHOOL-ROOM.        213 

word  has  often  led  the  unwary  youth  to  misunder- 
stand and  misuse  its  derivative  of  different  meaning. 

o 

"It  is  the  grand  object  of  the  dictionary  to  tell  us 
the  eenso  or  senses  in  which  our  words  are  used  by 
good  writers  and  speakers.  To  learn  the  meaning  of 
words,  then,  must  constitute  a  capital  part  of  a  good 
education.  It  should  be  begun  as  soon  as  the  cldld 
can  distinguish  between  one  word  and  another,  and 
continued  as  long  as  sight  or  hearing  continue.  The 
chief,  study  in  this  pursuit  is  that  of  defining,  prin- 
cipally in  the  use  of  a  dictionary.  The  best  way  of 
pursuing  this  study  is  doubtless  in  connection  with 
other  studies, —  to  leurn  and  fix  in  the  mind  the  defi- 
nitions of  the  most  important  words,  as  they  occur. 
The  instructions  of  tho  lessons  will  greatly  assist  to 
fix  in  tho  mind  the  definitions,  and  the  definitions  to 
fix  the  instructions.  To  promote  this  exercise  it  is 
thought  needful  to  have  a  large  number  of  questions, 
to  bo  answered  by  definitions.  But  the  pupil  should 
not  content  himself  merely  with  learning  these.  He 
should  consult  his  dictionary  for  the  meaning  of 
every  word  that  he  does  not  clearly  understand. 
Let  him  also  consider  the  connection,  and  endeavor 
to  gain  the  exact  import,  not  only  of  each  word,  but 
also  of  each  phrase  and  sentence,  as  he  proceeds.  In 
this  way,  though  his  progress  from  page  to  pago 
will  be  slow,  especially  at  first,  yet  it  will  be  sure, 
and  exceedingly  conducive  to  mental  improvement 
and  the  acquisition  of  knowledge." 

Tho  following  articlo  from  the  pen  of  President 


214     GRADUATING    SYSTEM   FOB   COUNTRY   SCHOOLS. 

Porter,  of  Yale  College,  is  so  able,  appropriate,  and 
convincing,  that  I  present  it  as  tho  concluding  argu- 
ment upon  this  subject :  — 

"It  is  acknowledged  by  all  to  be  very  desirable 
that  every  school  and  every  scholar  should  be  fur- 
nished with  tho  l>est  English  dictionary.  No  one 
doubts  that  it  is  well  that  the  large  dictionary  should 
lie  upon  the  teacher's  table,  and  that  some  one  of  the 
smaller  dictionaries  should  bo  in  the  hands  of  every 
scholar. 

"But  how  shall  they  bo  used?  How  can  they  be 
iiM-d  to  result  in  the  greatest  advantage?  Is  it 
enouirh  that  the  largo  book  should  repose  in  the  sol- 
itary dignity  of  an  oracle,  ready  to  answer  any  ques- 
tion that  is  forced  upon  its  notice,  about  the  sp-.-liiiiir, 
pronunciation,  derivation,  and  meanings  of  the  hard 
words  which  come  up  in  the  school  imitations?  Is 
it  enough  that  tho  pupil  should  lx)  taught  to  resort  to 
tho  dictionary  by  his  side,  whenever,  in  his  private 
studies,  ho  is  at  loss  in  respect  to  any  of  the  points 
which  we  have  named?  These  objects  are  very  good 
iiulccd.  They  are  quite  sufficient  to  reward  all  the 
pains  which  is  taken  to  provide  our  schools  with 
works  of  this  kind. 

"Is  this  enough?  Can  nothing  more  be  attempted 
with  tho  hope  of  success?  Does  the  teacher 
charge  all  his  duty  when  ho  makes  an  occasional  ref- 
erence of  this  kind  to  tho  standard  before  him,  or 
when  he  cxhdrts  his  scholars  to  do  the  same  ?  \Vo 
think  not.  More  than  this  can  bo  done  in  tho  way 


THE   DICTIONARY  IN   THE   SCHOOL-ROOM.        215 

of  systematic  efforts  to  train  the  scholars  to  the 
constant  use  of  these  books  of  reference.  Many 
teachers  attempt  this.  They  require  of  their  classes 
in  spelling  to  give  the  definitions  of  a  few  words  in 
every  lesson.  Some  require  very  young  children,  as 
soon  as  they  are  old  enough  to  write,  to  write  out 
definitions  in  a  copy-book,  and  to  learn  these  defini- 
tions by  heart.  This  is  generally  a  severe  and 
unpleasant  task.  The  young  scholar  finds  the  defi- 
nition to  be  nearly  if  not  quite  as  unintelligible 
as  the  word  itself,  and  both  are  too  often  words,  and 
hard  words  too, — '  dictionary  words,  as  they  are 
sometimes  expressively  termed. 

"  It  requires  a  mature  mind  to  take  very  much 
interest  in  a  dictionary,  or  to  resort  to  it  of  its  own 
accord.  Special  and  well-directed  efforts  are  needed 
in  order  to  make  the  study  of  it  pleasant  and  prof- 
itable. Such  efforts,  we  are  persuaded,  may  be 
made,  and  it  is  with  the  hope  of  leading  to  such 
efforts  that  the  following  suggestions  are  offered. 

"  The  great  end  of  studying  a  dictionary  is  to 
train  the  pupils  to  the  study  of  words.  The  teacher 
should  aim,  with  all  his  patience  and  skill,  to  make 
his  scholars  attend  to  the  words  which  they  use,  — to 
understand  them  in  all  their  force  and  beauty,  as 
expressive  of  thought  and  feeling.  It  is  not  enough  to 
spell  and  pronounce  them  correctly,  to  apply  them 
to  the  right  objects,  to  use  them  in  the  right  connec- 
tion, and  to  avoid  grammatical  blunders.  This 
knowledge  is  desirable  in  its  place ;  it  is  even  neces- 


216     GRADUATING   SYSTEM  FOR   COUNTRY   SCHOOLS. 

sary,  but  it  is  not  all  that  is  to  be  aimed  at.  It  is 
only  a  preparatory  to  lhat  which  is  of  greater  conse- 
quence. Words  are  living  things  only  when  they 
arc  parts  of  the  sentence.  They  cannot  bo  fully 
understood  except  as  seen  in  their  connection. 
When  they  arc  separated  from  one  another  they  are 
no  more  alive  than  a  bone  or  blood-vessel  is  alive 
when  it  is  cut  off  from  the  body  of  which  it  w.- 
part ;  no  more  alive  than  a  leaf,  or  a  flower,  or  a 
twig  is  alive  when  it  is  separated  from  the  tree 
and  scattered  upon  the  carlh. 

"  The  dictionary  must  be  used  in  the  study,  not  of 
dead,  but  of  living  words.  The  dictionary  must 
teach  the  scholar  how  to  use  words  as  they  occur  in 
sentences.  To  show  what  can  bo  done  in  this  way, 
we  suggest  the  following  exercise  as  a  daily  lesson : 
Let  a  word  or  two  bo  selected  us  the  lesson  for  the 
.  Let  the  scholars  be  directed  to  prepare-  to 
Kiny  sentences  as  there  are  definitions  of  the 
word,  iu  each  of  which  one  of  tho  words  give: 
the  definition  shall  be  prominent.  Let  this  be  done 
sometimes  with  preparation  and  sometimes  without 
preparation.  In  this  way  the  attention  ofthe  class  will 
be  directed  to  the  shades  of  meaning  that  distiirj 
the  words  which  are  ordinarily  considered  synony- 
mous. He  will  sec  that  a  difference  in  tho  connection 
makes  all  tho  difference  conceivable  with  respect  t;> 
the  use  of  tho  word.  Tho  greater  propriety  and 
beauty  of  the  use  made  of  a  word  by  one  scholar 
over  that  made  by  another,  will  suggest  lessons  con- 


THE    DICTIONARY   IN   THE    SCHOOL-ROOM.        217 

cerning  the  force  and  beauty  of  language  in  general, 
and  make  the  exercise  teach  composition  and  style. 
When  the  lesson  is  done,  and  all  the  suggestions  and 
inquiries  about  the  various  senses  of  the  word  arc  fin- 
ished, then  the  teacher  should  open  the  large  diction- 
ary, and  read,  at  length,  the  extended  definitions,  and 
the  full  illustrations  which  it  contains.  In  view  of 
all  the  light  suggested  by  looking  at  the  word  in 
actual  use,  as  a  part  of  a  sentence,  and  as  a  part  of 
very  many  sentences,  all  these  definitions  will  be 
clear  and  intelligible,  and  the  word  or  words  which 
have  been  studied  for  the  day  will  be  ever  after  full 
of  interest  to  the  pupils. 

"  Nor  is  this  all.  A  few  such  lessons  as  this  will 
teach  the  pupil  how  to  use  the  dictionary  for  himself, 
and  how  to  put  meaning  into  the  definitions  given 
in  the  dictionary.  A  word  separate  from  its  con- 
nection, or  rows  of  words  looked  out  in  a  dictionary, 
from  the  columns  of  a  spelling-book,  can  never 
excite  such  interest.  Nor  is  it  enough  to  take  words 
in  our  school  or  private  reading,  in  sentences  made 
by  others,  and  search  out  their  meaning.  The  pupil 
must  construct  the  sentences  for  himself,  he  must 
create  by  his  own  powers,  he  must  apply  the  word  in 
order  fully  to  appreciate  it.  Then  will  it  be  a  living 
thing.  It  will  be  a  living  sprout  with  a  living  root, 
planted  in  the  moist  earth  ;  not  a  dry  twig  stuck  in 
the  dry  sand-heap,  to  stand  fora  moment  and  be  soon 
plucked  away. 

"  This  is  not  all.     Every  word  has  a  history  of  its 


218     GRADUATING   SYSTEM  FOR   COUNTRY  SCHOOLS. 

own,  and  that  history  the  pupil  should  learn  to  trace. 
It  was  tirst  used  in  a  simple  meaning,  probably  it 
was  a  picture  word,  representing  some  familiar  ob- 
ject or  action  in  nature.  The  words  right,  wronj, 
apprehend,  comprehend,  imagine,  resolve,  and  thou- 
sands like  them,  were  first  applied  to  something  seen 
with  the  eye  and  handled  with  the  hand,  and  by 
changes  easily,  but  gradually,  made,  have  come  to 
ity  the  remote  and  abstract  things  or  acts  for 
which  they  are  so  freely  used. 

tf  The  dictionary  gives,  these  meanings  somewhat  in 
their  order.  It  traces  them  from  their  humble  origin 
and  application  up  to  their  higher  uses.  It  illus- 
trates the  hucccssivo  stops  by  which  they  have  ad- 
vanced in  the  various  uses  to  which  they  arc  applied. 
The  teacher  may  know  something  of  this  history  of 
single  words.  If  his  attention  has  not  been  directed 
to  it,  ho  may  obtain  much  light  on  tho  subject  from 
Trench  on  tho  '  Study  of  Words.'  From  that  book 
he  may  learn  what  treasures  of  knowledge  are  hid  in 
his  dictionary,  and  that  these  treasures  only  need  to 
bo  mined  for  tho  good  of  his  scholars,  with  a  little 
patience  and  skill.  There  is  no  exercise  more  profit- 
able to  advanced  classes  than  tho  lessons  in  tho 
changes  of  meanings  which  words  have  undergone. 
They  will  learn  that  the  history  of  a  single  word  is  a 
history  of  the  thoughts  and  feelings  of  multitudes  of 
men  who  have  used  it,  and  that  changes  are  all  tho 
while  going  on  in  the  words  which  are  in  actual  use 
at  the  present  time.  Tho  adroit  and  skilful  teacher 


THE    DICTIONARY   IN   THE    SCHOOL-ROOM.        219 

can  show  how  new  words  are  continually  coming  into 
being,  such  words  as  loafer,  filibuster,  free-toiler, 
bloomer,  bloomer-hat,  propeller,  young  America,  old 
forjy,  and  what  is  their  origin. 

"If  scholars  reflect  on  the  words  which  they  use, 
they  must  learn  to  think.  These  living  messengers 
of  thought  are  flying  from  mouth  to  mouth  every 
instant  that  we  live.  They  drop  from  thousands  of 
pens,  in  glisteniag  pearls  that  are  woven  into  brace- 
lets of  beauty.  They  attract  or  repel.  They  win  or 
they  offend  us.  They  are  .used  by  the  intelligent  and 
clear-headed  thinker  to  influence  thousands  of  his 
fellows  to  good  thoughts  and  useful  deeds.  Happy 
is  the  teacher,  and  happy  the  pupil,  who  are  led  to  the 
thoughtful  study  and  the  intelligent  use  of  the  words 
of  his  native  English  tongue." 


LECTURE  XVni. 

HOW  TO  HAVE    A   LIBRARY    IN    EVERY    SCHOOL-ROOM. 

THE  actual  wealth  and  enterprise  of  the  people  of 
each  State  in  the  Union  arc  about  in  proportion  to  the 
degree  of  intelligence  and  culture  which  the  masses 
have  attained  in  these  several  States.  Wherever  the 
masses  arc  ignorant  and  uncultured,  there  arc  poverty 
and  want ;  and  wherever  the  people  are  intelligent 
and  cultivated,  thc:e  arc  enterprise  and  wealth. 

But  the  study  of  the  text-books  used  in  the  common 
schools  of  the  country  can  never,  of  itself,  produce 
that  degree  of  intellectual  strength  which  the  masses 
must  possess  in  order  to  insure  public  prosperity. 
The  mind,  like  the  body,  demands  daily  food  in  order 
that  it  may  increase  in  strength,  and  regular  reading 
5s  the  surest  method  of  producing  mental  growth. 
Universal  reading,  therefore,  is  the  surest  method  of 
producing  universal  intelligence. 

In  childhood,  the  desire  to  gain  knowledge  is  as 
universal  as  the  desiro  to  take  food ;  and  if  young 
people  were  provided  regularly  with  reading  matter 
to  suit  their  taste,  as  parents  provide  their  children 
with  suitable  food,  reading  would  be  to  them  as  pleas- 


A   LIBRARY   IN   EVERY   SCHOOL-ROOM.  221 

urable  as  eating  and  drinking.  But  observation  and 
experience  prove  that  the  habit  of  reading,  if  formed 
at  all,  is  generally  formed  early  in  life. 

When  we  consider  that  many  homes  have  no  libra- 
ries, and  that  few  family  libraries  contain  books 
suited  to  the  taste  of  childhood  and  youth,  we  can 
readily  account  for  the  fact  that,  in  many  places,  the 
masses  have  not  formed  the  habit  of  reading.  They 
were  not  furnished  with  suitable  reading  matter  while 
iheir  habits  were  forming.  It  is  evident,  then,  that 
if  we  wish  to  lift  the  masses  to  a  higher  level  —  if 
we  wish  to  raise  up  a  generation  of  readers  and 
thinkers  —  we  must,  in  some  way,  provide  suitable 
reading  matter  for  all  young  people. 

There  is  no  other  method  by  which  the  masses  can 
be  so  generally  reached,  and  by  which  the  youth  of 
the  country  can  be  so  readily  induced  to  read,  as  the 
plan  of  having  a  library  in  every  school-room. 

The  question,  then,  for  consideration  is,  shall  we 
have  a  library  in  every  school-room,  and  if  so,  how 
can  we  obtain  it?  I  answer,  we  should  have  a 
library  in  every  school-room,  and  we  can  obtain  it 
from  patrons  and  pupils  with  but  little  cost  to  any 
one  and  with  pleasure  to  every  one.  I  will  present 
a  plan  for  procuring  books  which  requires  only  a  lit- 
tle skilful  management  on  the  part  of  the  teacher. 
It  is  this :  Let  the  teacher  lay  the  foundation  of  a 
library,  just  as  he  would  introduce  pictures  into  the 
school-room,  or  as  he  would  plant  shade  trees  upon 
school  grounds,  namely,  by  permitting  each  one  who 


222     GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

is  interested  to  take  stock  in  the  enterprise.     To  be 
more  specific  as  to  the  method,  I  will  say :  — 

1 .  Let  the  teacher  contribute  one  volume  to  the 
library. 

2.  Let  the  teacher  encourage  each  pupil  to  con- 
tribute one  volume. 

3.  Let  the  teacher  appoint  a  committee  of  I  lie 
larger  pupils,  ladies  and  gentlemen,  to  solicit  con- 
tributions of  books  and  money  from  the  citizens  of 
the  district. 

4.  Let  the  school  give  a  public    entertainment 
and  chariro  an  admission  fee  for  the  purpose  of  ob- 
taining additional  funds. 

5.  Let  all  money,  contributed   or  collected,  bo 
used  in  purchasing  suitable  books  and   periodic  iU 
for  the  school  library. 

6.  Let  tho  teacher  obtain  printed  labels,  and  let 
each  book  contributed  be  labelled  with  the 


Name  of  donor 

Date  of  donation 

Value  of  book 

Condition  («e«?,  sAled,  or  alielf-worn) 


7.  Let  the  teacher  use  tho  local  paper  or  papers 
of  the  county  to  make  known  the  names  of  contrib- 
utors, and  the  character  and  amount  of  each  con- 
tribution. 

8.  Let  there  be  a  laudable  ambition  on  the  part 
of  tho  teacher,  pupils,  and  patrons  of  the  school,  to 
have  the  best  school  library  in  tho  county ;  and  let 


A  LIBRARY  IN  EVERY  SCHOOL-ROOM.  223 

this  purpose  be  made  known  through  the  public 
papers. 

The  foregoing  plan,  if  skilfully  carried  out,  will 
produce  a  fair  beginning  for  a  school  library ;  and 
the  same  method  may  be  repeated  with  increasing 
interest  and  pleasure,  from  year  to  year. 

During  the  school  term,  the  library  should  be 
mainly  under  the  control  of  the  teacher ;  but  a  libra- 
rian, and  other  officers,  should  be  elected,  and  ar- 
rangements should  be  made  to  let  out  books  at  stated 
times,  embracing  the  season  when  the  school  is  not 
in  session.  In  this  way  the  school  library  may  be 
made  a  permanent,  institution,  and  men  of  means  may 
be  led  to  contribute  liberally  to  its  support. 

I  find,  in  "  The  New  England  Journal  of  Educa- 
tion," Boston,  a  communication  from  a  teacher  on  the 
subject,  "  How  to  start  a  School  Library " ;  and  I 
here  present  it  for  the  consideration  of  those  who 
wish  to  study  the  best  methods  for  accomplishing  this 
work :  — 

"  Noticing  the  above  query  in  a  recent  number  of 
'The  Journal,'  I  thought  I  might  interest  its  readers 
by  stating  how  we  started  our  library. 

"I  first  mentioned  the  matter  to  the  school,  and 
asked  the  pupils  to  talk  with  their  parents  about  it. 
I  told  them  that  all  who  contributed  twenty-five  cents 
should  have  their  names  enrolled  as  founders  of  the 
library ;  that  each  one  should  pay  a  cent  a  week  for 
the  privilege  of  taking  out  books,  or  fifteen  cents 
for  six  months.  I  also  asked  them  all  to  see  at  home 


224      GRADUATING  SYSTEM  FOR  COUNTRY    SCHOOLS. 

if  they  had  not  some  books  that  were  old  to  them, 
but  that  would  be  new  to  others. 

"I  contributed  a  'School  History  of  England/  a 
delightful  'Child's  History  of  the  United  States' 
(given  me  by  a  book  agent),  and  the  history  of 
'Old  Abe*  (bought  at  the  Centennial).  The  chil- 
dren contributed  over  twenty  books,  all  good  and  in 
good  condition.  They  contributed  and  collerted 
$8,  and  I  collected  over  $2  by  asking  the  different 
friends  whom  I  met,  '  Won't  you  give  mo  five  rents 
toward  our  school  library?' 

"In  order  to  get  tho  most  for  our  money,  we  first 
subscribed  for  '  Wide- Awake*  and  'The  Nursery* 
for  six  months;  wo  then  invested  about  lour  dollars 
in  ehenp  reprints  of  standard  works,  such  as  may  1x5 
found  in  the  Seaside  and  Franklin  Square  Libraries, 
and  I larper's  '  Half-Hour  Series';  also  several  little 
paper-backed  picture  books  for  the  little  folks,  in- 
eluding  a  five-cent  copy  of  '  Mother  Goose/  Tho 
remaining  four  dollars  we  spent  for  books  on  natural 
history,  travels,  ete. 

"Our  library  has  now  been  in  operation  two 
months,  and,  though  only  in  its  infancy,  is  a  success. 
^Ye  have  over  one  hundred  volumes :  anionir  t 
are  several  on  history  and  biography;  some  of 
Scott's,  Dickens's,  and  Miss  Muloch's;  'Arabian 
Nights,'  'Swiss  Family  Robinson,'  and  'Robinson 
Crusoe.'  Some  of  the  more  valuable  works  are  only 
lent,  but  we  arc  making  good  use  of  them  while  we 
have  them.  Several  volumes  of  old  magazines  were 


A   LIBRARY   IN   EVERY   SCHOOL-ROOM.  225 

contributed ;  these  I  stitched  together  by  means  of  an 
awl  and  coarse  thread,  and  they  are  quite  in  demand. 

"In  conclusion,  I  will  only  add  that  the  best  way 
to  accomplish  any  desirable  result  is  to  have  faith 
that  you  will  succeed,  and  then  go  to  work." 

The  school  law  of  New  Jersey  provides  that  the 
State  treasurer,  upon  the  order  of  the  State  superin- 
tendent, is  authorized  to  pay  $20  to  any  school  that 
shall  raise  a  like  sum,  by  subscription  or  entertain- 
ment, for  the  purpose  of  establishing  a  school  library, 
and  $10  annually  thereafter  on  the  same  condition. 
I  have  before  me  the  last  three  annual  reports  (1877, 
1878,  and  1879)  of  the  State  superintendent,  contain- 
ing some  important  facts  and  figures  concerning  the 
operations  of  this  law,  which  I  offer  for  consideration. 

In  his  annual  report  for  the  year  1877,  the  superin- 
tendent says :  — 

"Tho  number  of  school  districts  in  the  State  is 
one  thousand  three  hundred  and  sixty-seven.  Three 
hundred  and  thirty-four  districts  have  school  libra- 
ries, sixty-five  have  made  the  first  addition,  forty- 
three  the  second,  thirty-three  the  third,  fifteen  the 
fourth,  and  two  the  fifth." 

In  his  annual  report  for  the  year  1878,  he  says  :  — 

f?  The  number  of  school  districts  in  the  State  is 
one  thousand  three  hundred  and  sixty-seven.  Three 
hundred  and  ninety-five  schools  have  established  li- 
braries, seventy  have  made  the  second  application, 
fifty  the  third,  twenty-two  the  fourth,  twelve  the 
fifth,  ten  the  sixth,  and  two  the  seventh." 

15 


22  G  GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOL*. 

In  his  annual  report  for  the  year  1879,  the  superin- 
tendent says :  — 

"  The  number  of  school  districts  in  the  State  is 
one  thousand  three  hundred  and  seventy.  Four 
hundred  and  thirty-seven  schools  have  establ; 
libraries,  eighty-two  have  made  the  second  applica- 
tion, fifty-four  tlio  third  application,  twenty-seven  the 
fourth  application,  thirteen  the  fifth  application, 
eleven  the  sixth  application,  five  the  seventh  applica- 
tion, and  one  the  eighth  application." 

From  the  foregoing  official  statement,  it  appears 
that  nearly  one  third  of  the  schools  of  the  State  of  New 
Jersey  have  already  established  school  libraries,  and 
tiie  number  of  libraries  is  annually  increasing.  This 
co- operative  plan,  irliick  helps  those  who  help  them- 
selves, is  a  wise  arrangement,  and  I  commend  it  to 
law-makers  in  other  Stat<-. 

But  law-makers  are  rarely  ever  in  advance  of  the 
people  in  matters  of  education.  Tin-ret' >re,  if  we 
wish  our  State  legislatures  to  enact  laws  encouraging 
the  establishment  of  school  libraries,  we  must  iir-t 
lilt  the  HI-ISM'S  high  onotigli  to  let  them  see  some  of 
the  advantages  of  such  libraries.  This  our  teacher- 
can  accomplish  by  the  establishment  of  libraric 
over  the  land,  upon  the  voluntary  plan  heretofore 
presented.  In  this  way  our  teachers  may  widen  tl«  ir 
work,  and  increase  their  power  and  influence  with  the 
people. 

In  the  selection  of  books  for  a  school  library,  care 
should  be  taken  to  embrace  a  wide  range  of  subjects ; 


A   LIBRARY   IN   EVERY   SCHOOL-ROOM.  227 

but  books  which  intelligent  and  cultured  parents 
would  be  unwilling  to  place  in  the  hands  of  their 
sons  and  daughters  should  find  no  place  upon  its 
shelves. 

The  school  library  should  include,  at  least,  some  of 
the  most  popular  histories,  biographies,  books  of 
travel,  stories,  some  standard  works  of  fiction,  the 
leading  poets,  books  of  reference,  an  unabridged  dic- 
tionary, Shakespeare,  and  the  Bible.  Many  standard 
works  are  now  furnished  by  leading  publishers  at  low 
prices,  and  a  small  amount  of  money  will  secure  a  fair 
library.  The  local  newspapers  of  the  county,  and 
at  last  a  couple  of  the  great  weeklies  from  the  city, 
should  also  be  included  in  the  reading  matter  fur- 
nished for  the  school.  It  is  the  duty  of  the  teacher 
to  assist  his  pupils  in  forming  a  taste  for  reading. 
He  should  also,  in  a  degree,  direct  them  in  their 
reading  in  connection  with  school  studies  and  indo- 

o 

pendent  of  the  school  course.  In  this  way  the 
teacher  may  lead  his  pupils  to  begin  a  course  of 
reading  which  shall  become  a  supplement  to  the 
school  work,  lasting  throughout  life. 

The  library  should  be  kept  open  during  school 
hours,  and  books  of  reference  should  be  freely  used 
by  pupils  in  the  preparation  of  their  lessons".  The 
teacher  should  instruct  his  pupils  how  to  use  books  of 
reference,  as  the  master  mechanic  teaches  his  appren- 
tices how  to  use  tools. 

I  find  in  "The  Western  Educational  Journal," 
Chicago,  an  editorial  on  "The  Use  of  Books  of  Eef- 


228       GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

crcncc,"  which  is  so  appropriate  that  I  hero  present 
it:  — 

"There  is  no  doubt  that  too  little  use  is  made  of 
books  of  reference  in  schools  of  all  grades.  Many 
teachers  do  not  understand  how  to  use  to  the  lx;st  ad- 
vantage even  the  unabridged  dictionaries ;  failing  in 
this  knowledge  themselves,  how  can  they  instruct 
their  pupils  when  and  how  to  use  them?  One  of 
the  most  important  qualifications  of  a  thorough 
and  successful  teacher  is  the  ability  to  teach  pupils 
how  to  use  other  books  than  their  text-books.  Mi -re 
knowledge  of  what  the  text-books  says  upon  any 
subject  is  not  sullieicnt  ;  the  pupil  should  be  taught 
to  supplement  this  knowledge  by  the  constant 
and  proper  use  of  books  of  reference.  Even  the  pe- 
culiar shade  of  meaning  in  a  single  word,  as  used  in 
one  connection  rather  than  another,  will  often  throw 
a  flood  of  light  upon  tho  subject-matter  in  hand,  and 
thU  may  be  had  by  a  single  reference  to  the  dic- 
tionary. 

"The  master  mechanic  docs  not  expect  his  appren- 
tice to  l>ccomo  a  thorough  workman  by  verbal  in- 
struction alone ;  ho  shows  him  how  to  use  his  tools 
to  the  IHM  advantage.  So  with  the-  teacher.  To 
make  good  scholars  they  must  be  taught  how  to  use 
their  lx>oks  of  reference ;  and  these  should  bo  ] 
vidcd  in  every  school-room  with  liberality.  The  un- 
abridged dictionary,  of  course,  and  with  this  the 
geographical  gazetteer,  the  large  atlas  and  globe,  and 
the  biographical  dictionary ;  and,  in  the  higher 


A  LIBRARY  IN  EVERY   SCHOOL-ROOM.  229 

grades  of  schools,  one  of  the  best  encyclopaedias ;  and 
all  of  these  should  be  consulted  by  pupils  under  the 
teacher's  guidance,  as  often  as  possible,  until  their 
use  becomes  familiar  to  all  In  this  way  will  the 
pupils'  habits  of  observation  be  cultivated,  their  ideas 
broadened,  and  a  spirit  of  thoroughness  be  imparted 
which  will  be  invaluable  in  later  life.  The  man  who 
knows  how  to  investigate  a  subject  is  the  man  who 
will  become  master  of  it." 

If  all  the  teachers  in  our  public  schools  would  go 
to  work,  and,  in  some  way,  establish  a  suitable  library 
in  every  school-room,  and  induce  young  people  to  form 
regular  habits  of  reading,  they  would  thereby  secure 
to  the  masses  greater  prosperity,  higher  intelligence, 
and  purer  morality.  It  requires  no  argument  to 
prove  that  in  this  way  the  work  and  influence  of 
teachers  would  become  worth,  to  the  public,  twice 
as  much  as  at  present.  It  is  equally  certain  that 
an  enlightened  people  would  acknowledge  this  in- 
creased worth  of  their  teachers  by  giving  them  cor- 
respondingly increased  wages. 

A  brief  editorial  in  "  The  American  Journal  of 
Education,"  St.  Louis,  is  so  clear  upon  this  point 
that  I  present  it  for  the  consideration  of  teachers  :  — 

"What  the  people  need  to  know  is,  that  intelli- 
gence begets  thrift  and  enterprise,  and  coins  money 
out  of  the  land,  out  of  the  mine,  out  of  water  and 
out  of  air,  and  every  other  element ;  and  that  State 
which  educates  her  people  the  best  is  the  strongest 
State,  the  richest  State,  the  most  prosperous  and 


230      GRADUATING    SYSTEM  FOR  COUNTRY   SCHOOLS. 

law-abiding  State.  Our  teachers  should  be  so  well 
posted  that,  when  information  is  lacking,  they  ran 
give  it  to  establish  the  truth  of  these  proposition-. 
A  little  more  reading  and  study  on  the  part  of  our 
teachers  would  bring  to  them  power  and  influence, 
and  a  rich  reward." 


LECTURE  XIX. 

NEWSPAPERS   IN   THE    SCHOOL-ROOM   AND   FAMILY. 

NEWSPAPERS  are  public  teachers  of  incalculable 
value.  No  other  public  educators  visit  the  family  so 
often,  no  others  are  so  numerous,  or  so  ready  to  give 
instruction  on  any  subject,  at  any  hour.  While  the 
pulpit  and  the  platform  are  using  the  newspaper  to 
widen  their  influence  and  to  multiply  their  power, 
our  country  school-teachers  ought  to  be  sufficiently 
progressive  to  use  this  same  element  for  a  like  pur- 
pose in  the  educational  work. 

The  first  step  to  be  taken  by  teachers  in  utilizing 
the  newspaper  is  to  introduce  it  into  every  school- 
room, and  to  see  that  it  finds  a  place  in  every  family. 
The  second  step  to  be  taken  is  to  keep  the  people 
posted,  through  its  columns,  as  to  what  the  schools 
are  doing. 

Speaking  of  the  newspaper  in  the  school-room, 
President  Gregory,  of  the  Illinois  State  University, 
says  :  "  Every  editor  is  a  teacher,  —  a  teacher  of  men 
as  well  as  of  children.  The  newspaper  is  the  fresh- 
est of  books.  It  is  the  latest  history,  the  newest 
science  treatise,  the  current  political  economy,  the 


232       GRADUATING    SYSTEM   FOR    COUNTRY    SCHOOLS. 

manual  of  the  ails,  the  text-book  of  a  living  phi- 
losophy. That  school-room,  other  things  being 
«jual,  will  be  brightest,  freshest,  and  most  pro- 
ductive in  practical  learning  into  which  the  news- 
paper penetrates." 

But  some  one  will  say,  How  can  the  newspaper  be 
used  in  the  school-room  ?  I  answer,  it  may  be  used 
in  various  ways.  A  very  interesting  and  profitable 
reading  exercise  may  be  had,  once  or  twice  a  week, 
by  permitting  cadi  pupil  to  read  from  a  newspaper 
an  article  of  his  own  selection.  It  is  evident  that 
such  an  exercise  will  create  an  interest,  and  carry 
with  it  a  freshness  not  seen  or  felt  in  reading  from 
regular  text-hook-.  Pupils  who  take  part  in  lhe-e 
-  \\ill  search  the  ne\v>papcrs  for  interest  ing 
articles,  and  will  take  pleasure  in  making  thorough 
preparation  to  read  them.  In  this  way  they  will 
gain  information  on  a  variety  of  >ul»jeet>.  and  they 
will  learn  to  read  as  they  talk,  when  they  have  some- 
thing of  importance  to  tell. 

These  weekly  readings  may  be  made  still  more 
profitable  by  inviting  the  patrons  of  the  school  to  be 
pivM-nt.  The  teat  her  should  embrace  these  ^ 
sions  to  convince  parents  that  new.- papers  are  impor- 
tant aids  in  the  education  of  a  family.  The  following 
article,  from  the  "National  Journal  of  Education." 
Boston,  may  be  of  service  to  the  teacher  in  the  pres- 
entation of  this  subject :  — 

"  A  school-teacher  who  had  been  a  long  time  en- 
gaged in  hit*  profession,  and  had  witnessed  the  influ- 


NEWSPAPERS    IN    THE   SCHOOL-ROOM.  233 

ence  of  newspapers  on  a  family  of  children,  writes  as 
follows  :  — 

' f  I  have  found  it  to  be  a  universal  fact,  without 
exception,  that  those  scholars  of  both  sexes,  and  all 
ages,  who  have  access  to  newspapers  at  home,  when 
compared  with  those  who  have  not,  are,  — 

"1.  Better  readers,  excellent  in  pronunciation, 
and  consequently  read  more  and  understaridingly. 

"2.  They  are  better  spellers;  define  words  with 
ease  and  accuracy. 

"3.  They  obtain  practical  knowledge  of  geog- 
raphy in  almost  half  the  time  required  by  others, 
as  the  newspapers  have  made  them  acquainted  with 
the  location  of  important  places  of  all  nations,  their 
government  and  doings,  on  the  globe. 

"4.  They  are  better  grammarians;  for,  having 
become  so  familiar  with  every  style  in  newspapers, 
from  the  commonplace  advertisement  to  the  finished 
and  classical  oration  of  the  statesman,  they  more 
readily  comprehend  the  meaning  of  the  text,  and 
consequently  analyze  its  construction  with  accuracy. 

"  5.  They  write  better  compositions,  using  better 
language,  containing  more  thoughts,  more  clearly 
and  correctly  expressed. 

tf  6.  Those  young  men  who  have  for  years  been 
readers  of  newspapers  are  always  taking  the  lead 
in  debating  societies,  exhibit  a  more  extensive 
knowledge  upon  a  greater  variety  of  subjects,  and 
express  their  views  with  greater  fluency,  clearness, 
and  correctness.'" 


234      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

In  attempting  to  introduce  papers  into  the  family, 
the  teacher  may,  in  a  quiet  manner,  make  a  list  of 
the  names  of  patrons  who  are  subscribers  to  news- 
papers, and  a  list  of  those  who  take  no  papers.  If 
ho  will  manage  this  matter  skilfully,  the  former  list 
may  bo  lengthened  and  the  latter  list  may  be  les- 
sened, until  a  newspaper  shall  be  found  in  every 
family.  When  the  list  is  completed,  he  should  : 
notice  of  the  fact  through  (lie  local  paper,  as  an  incen- 
tive to  other  teachers  to  work  in  a  similar  manner. 

President  Hewitt,  of  one  of  the  normal  schools  of 
Illinois,  suggests  an  excellent  way  of  using  the 
knowledge  gsiined  from  the  newspaper,  and  of  keep- 
ing the  school  posted  on  the  news  of  the  day.  lie 
says:  "Ten  minutes  a  day,  for  two  or  three  <la\ •-,  in 
the  week,  may  be  very  profitably  spent  in  our  public 
schools  in  the  way  of  a  general  e.vn  !M>  on  the  news 
of  the  day.  A  g  !  pan  is  to  let  a  committee  of 
one  or  more  pupils  prepare  a  report  <j'\\  in;;  a  b 
statement  of  the  affairs  that  seem  to  l>c  worthy  of 
mention.  Then  let  the  teacher  and  the  other  pupils 
make  criticisms,  additions,  corrections,  and  com- 
ments." 

The  foregoing  method  teaches  pupils  not  only  to 
compile,  but  to  compose.  It  is  the  easiest  and  m<>M 
natural  method  of  teaching  composition.  Pupils 
may,  in  this  way,  be  led  to  form  the  habit  of  writ- 
ing for  the  public  papers,  —  a  habit  which  is  always 
pleasurable  and  often  profitable.  I  have  seen  this 
plan  thoroughly  tested,  and  I  commend  it  to  teacher-. 


NEWSPAPERS    IN   THE    SCHOOL- ROOM.  235 

I  am  clearly  convinced  that  it  is  the  duty  of  all 
teachers  to  engage  in  the  work  of  circulating  public 
papers.  They  are  indispensable  to  the  highest  suc- 
cess in  the  work  of  educating  the  masses, — the 
fathers,  the  mothers,  the  children. 

The  following  forcible  suggestions  upon  this  sub- 
ject, from  the  "American  Journal  of  Education,'' 
St  Louis,  are  earnestly  recommended  to  teachers  :  — 

"  If  our  teachers  are  wise  —  and  they  certainly  are 
growing  wiser  and  stronger  and  better  —  they  will 
see  to  it  that  the  printed  page,  carrying  argument, 
persuasion,  and  facts,  which  ripen  into  conviction,  is 
circulated  continuously  among  the  patrons  and  tax- 
payers. Trouble  and  hindrance  come  from  lack  of 
knowledge.  Intelligent,  well-posted  people  sustain 
the  teachers  in  their  work  of  instruction  and  dis- 
cipline. Circulate  the  printed  page  among  the 
people. 

"  Are  your  plans  all  laid  for  more  reading  in  con- 
nection with  your  next  school  term  ?  Books  were 
never  so  cheap  as  now,  —  good  books,  too.  Circu- 
late good  books,  magazines,  newspapers,  and  thus 
help  the  people  outside  the  school-room  as  well  as 
the  pupils  inside.  The  newspapers  were  never  giv- 
ing so  much  information  as  at  present.  By  all 
means  lay  plans  for  more  culture,  for  more  reading 
with  the  pupils  and  the  people.  Intelligence  begets 
its  like,  and  intelligent  people  appreciate  what  and 
how  much  our  teachers  are  doing  for  their  children." 

The   teacher   who   circulates   public   papers   may 


236      GRADUATING    SYSTEM    FOR    COUNTRY    SCHOOLS. 

easily  avoid  the  charge  of  "  partisan,"  by  obtaining  a 
list  of  leading  periodicals  from  which  to  allow 
patrons  to  choose  for  themselves.  The  ne\\>dealer 
is  not  censored  for  keeping  on  hand  pure  publications 
of  all  parties.  It  is  a  good  plan  to  appoint  a  com- 
mittee of  the  larger  pupils,  ladies  and  gentlemen, 
to  solicit  subscriptions,  as  the  young  people  will  in 
this  way  become  interested  in  the  circulation  of 
papers. 

The  teacher  and  pupils  may  with  propriety  give 
the  preference  to  the  local  paper,  as  it  is  properly 
the  organ  of  the  people  of  the  county,  and  ought  to 
find  a  place  in  every  family.  Where  there  is  more 
than  one  local  paper  there  is  a  chance  to  make 
choice.  On  thi<  >ul>je.-t  I  <juotc  the  following  article 
from  the  "American  Journal  of  Education  "  :  — 

"First  the  county  ne\\>paper,  then  the  great 
weeklies  from  the  city,  and  then  the  religion-  ne\v>- 
paper,  bring  all  the  world  to  you,  and  take  you  out 
nt  \  ..urself  into  the  society  of  the  best  and  strongest. 
The  ne\\ -paper,  then,  not  only  increases  your  intel- 
ligence, but  your  faith  in  the  possibilities  of  yourself 
and  the  great  people  among  whom  you  dwell.  The 
local  county  papers  are  not  only  very  friendly, 
but  very  helpful  to  teachers.  They  are  plca>ed, 
always,  to  note  the  progress  made  by  the  pupils  in 
the  schools.  They  are  glad  to  say  good  things  of 
the  good  work  done  by  our  teachers.  The  printed 
page  of  the  local  newspaper  should  find  its  way  to 
cNcry  home  and  tircside.  Certainly  no  intelligent 


NEWSPAPERS    IN   THE    SCHOOL-ROOM.  237 

father  or  mother  can  afford  to  allow  the  children  to 
grow  up  without  a  glimpse  of  the  outside  and  out-of- 
sight  world  which  the  newspaper  gives.  Use,  by  all 
means,  the  local  papers,  to  show  the  tax-payers  what 
is  being  done  in  your  school." 

Objections  are  sometimes  urged  against  the  circu- 
lation of  local  papers,  — 

1.  Because  there  is  sometimes  want  of  culture  in 
the  style  of  their  composition. 

2.  Because  they  are  not  always  free  from  impurity 
and  indecency. 

The  first  objection  proves  that  our  system  of  public 
education  has  done  its  work  imperfectly ;  that  the 
masses  have  not  been  thoroughly  trained  in  compo- 
sition. The  remedy  is,  more  thorough  culture  of 
the  masses,  that  we  may  be  sure  to  reach  those  who 
will  become  journalists. 

The  second  objection  may  be  removed  by  the  peo- 
ple if  they  will  refuse  to  tolerate  such  impurities  in 
their  papers.  The  easiest  way  to  reach  this  evil  is 
for  the  teachers  to  take  it  into  their  hands.  Let 
them,  in  their  annual  county  educational  association, 
resolve  that  they  will  try  to  place  the  local  paper  in 
every  family  in  the  county,  upon  condition  that  its 
columns  shall  be  as  free  from  impurity  as  the  conver- 
sation in  a  refined  family.  Then  let  the  editor  accept 
this  proposition.  If,  after  that,  an  objectionable 
article  should  appear  in  the  paper,  the  attention  of 
the  editor  should  be  called  to  the  subject,  and  he 
should  be  treated  as  a  friend  who  is  at  fault.  If  it 


238       GRAI>t:ATIXG   SYSTEM    FOR    COUNTRY    SCHOOL-. 

should  become  necessary,  these  admonitions  may  he 
repeated  from  time  to  time,  until  the  annual  :i>  •<!,(- 
tion  .shall  again  assemble,  when  a  resolution  con- 
demning the  paper  may,  with  propriety,  be  pa— rd. 
and  tin;  teachers  may  give  their  influence  to  a  purer 
paper.  It  would  indeed  bo  a  rare  case  that  the 
teachers  of  a  county,  heartily  supporting  the  local 
paper,  could  not  have  sufficient  influence  with  its 
editor  to  keep  its  columns  clear  of  impurity. 

So  far  as  the  impurity  of  city  papers  N  con- 
cerned, about  all  that  teachers  can  do  is  to  circulate 
only  those  that  arc  pure. 

An  editorial  in  the  "Mobile  Register"  presents 
the  proper  standard  of  purity  for  public  papers,  h 
says:  — 

"There  is  no  reason  why  a  newspaper  should  not 
bo  as  free  from  impurity  or  indecency  as  the  daily 
conversation  of  a  rctincd  Christian  family.  The 
new-paper  should  be  a  publication  which  a  father 
might  place  in  the  hands  of  his  daughter,  or  a 
brother  in  those  of  hi-  dflterj  in  short,  which  should 
enter  any  household  with  ut  the  n«  < ••  •  — ily  of  prelim- 
inary examination.  The  plea  that  it  mu>t  be  a  mir- 
ror of  all  things  going  on  in  the  world,— things  1. 
vile,  and  dUgusting,  ;ls  W^'H  :ls  things  pure  and  hon- 
orable, —  is  the  shallow  sophistry  of  a  prurient  incli- 
nation. It  will  not  bi»ar  examin.it ion,  as  it  would 
not  bear  being  carried  out  to  its  full  extent,  even  in 
the  eyes  of  those  who  urge  it. 

ff  It  is  no  answer  to  say  that  newspapers  in  general 


NEWSPAPERS    IN   THE    SCHOOL-ROOM.  230 


fall  far  below  the  standard  we  have  indicated.  It  is 
too  true  that  they  do,  but  this  proves  only  that  their 
actual  standard  is  debased.  That  it  is  so  is,  partly, 
at  least,  the  fault  of  the  public  that  tolerate  it." 

We  come,  in  conclusion,  to  consider  how  our 
teachers  are  to  keep  the  people  posted  on  what  the 
schools  are  doing.  On  this  subject  I  will  once  more 
quote  from  the  "  American  Journal  of  Education"  :  — 

"  Keep  up  a  column  in  the  county  papers.  Keep 
the  people  posted.  The  farmers  want  to  know  what 
corn  and  wheat  and  potatoes  are  worth,  how  much 
is  produced.  They  want  to  see  results  all  along  the 
line.  It  is  right  that  they  should.  People  want  to 
know  what  progress  the  children  are  making  in  their 
studies,  what  they  get  for  the  money  they  pay.  It 
is  right  that  they  should  know  this.  Publish  this 
progress  in  the  columns  of  the  county  papers,  and 
let  the  people  know  what  the  schools  are  doing. 

"  Let  the  people  know  that  it  costs  more  to  hang  a 
man,  to  board  and  lodge  a  man  in  the  prisons,  than 
it  would  to  teach  him  the  duties  and  responsibilities 
of  American  citizenship,  and  how  to  get  an  honest 
living  ;  that  it  costs  far  more  to  maintain  a  system  of 
prisons  than  of  education. 

"  Let  the  people  know  that  school  facilities  add  to 
the  value  of  property  ;  train  the  pupils  to  industry, 
to  obedience  to  law,  to  order,  to  economy,  to  thrift, 
and  they  produce  more  and  save  more. 

"Let  the  people  know  that  education  promotes 
industry  and  lessens  idleness,  that  it  awakens  and 


240       GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

intensifies  desires,  and  thus  incites  nnd  impels  man 
to  effort  to  secure  the  means  of  gratification  ;  that  it 
touches  both  factors  in  the  great  law  of  wealth,  and 
that  ignorance  dwells  in  hovels,  but  intelligence 
changes  the  rude  hut  to  the  cottage. 

"Let  the  people  know  that  the  universal  and  undis- 
puted testimony  N  that  the  hand  has  the  highest  skill 
when  guided  by  an  intelligent  mind  ;  that  education 
improves  the  condition  of  the  laborer;  gives  him 
greater  thrift  and  economy;  lessens  his  tendency  to 
vice;  increa-e-  hU  >o«-ial  and  political  influence,  and 
otherwise  prepares  him  to  meet  the  obligations  and 
duties  of  nianho 

All  tin-  ton-pun;:  tarts  will  appear  by  a  wide  com- 
parison of  an  ignorant  and  an  unintelligent  people. 
But  we  should  also  let  parents  know  that  the  schools 
arc  producing  more  than  mere  wealth  and  prosperity. 
They  arc  imparting  culture,  Christian  culture, — 
preparing  our  young  people  for  the  enjoyment  of  a 
hiirher  degree  of  happine  —  ,  purer  pleasures  than 
can  poxiUy  be  enjoyed  by  uncultured  people. 

No  teacher  need  doubt  the  willingness  of  the  news- 
piper  to  aid  the  educational  work.  The  teacher  can 
find  no  other  friend  *o  influential,  and  so  ready  to  aid 
him  in  every  possible  manner.  In  fact,  the  public 
pie--  ha-  long  been  the  leader  of  this  great  move- 
ment,—  the  education  of  the  masses. 

Col.  Moore,  in  an  oration  before  the  editorial  c 
vent  ion  uf  Mi-M>uri,  expresses  beautifully  the  senti- 
ment and  purposes  of  the  public  press.      II.   >ays  ;  — 


NEWSPAPERS   IN   THE    SCHOOL- ROOM.  241 

"  The  education  and  elevation  of  the  masses  in 
every  department  of  knowledge  will  be  the  special 
purpose  of  the  newspaper.  It  will  be  a  check  to  the 
powerful,  and  an  aid  to  the  lowly.  It  will  be 
stronger  than  factions  and  parties,  and  of  necessity 
independent  in  the  broadest  sense  of  the  term.  It 
will  make  and  destroy  the  rulers  of  men,  for  the 
rulers  of  men,  no  more  than  private  individuals,  can 
stand  against  a  concentration  of  adverse  popular 
opinion,  and  its  audience  will  be  without  number, 
and  it  will  reach  them  through  a  thousand  different 
avenues  of  thought.  It  will  follow  the  merchant's 
ship  in  its  course  around  the  world,  and,  understand- 
ing the  laws  of  trade,  direct  commerce,  with  its 
potent  voice  and  prophetic  vision,  into  those  chan- 
nels which  enrich  nations  and  build  up  cities.  It  will 
be  a  friend  of  art,  a  friend  of  science,  a  friend  of 
every  occupation,  and  labor,  and  calling,  the  results 
of  which  have  a  tendency  to  beautify  and  ennoble 
life." 


LECTURE  XX. 

TEACHER'S  SALARY,  LIBRARY,  AND  EDUCATIONAL 
JOURNALS. 

TEACHERS  of  country  schools  sometimes  ask  why 
their  calling  is  not  styled  a  profession,  and  why  they 
receive  for  their  services  so  much  less  than  the  law- 
yer and  doctor.  I  propose  to  consider  some  of  the 
canoes  which  have  created  this  difference  in  position 
and  pay,  and  to  suggest  the  means  by  which  this 
difference  may  bo  diminished. 

No  one  will  claim  that  the  work  of  the  teacher  is 
less  important  than  the  work  of  the  lawyer,  <>r  that 
the  services  of  the  physician  are  more  essential  to 
society  than  the  services  of  the  teacher.  If  we  vi-ii 
the  office  of  a  successful  attorney,  and  inquire  into 
his  secret  of  gaining  honors  and  making  money,  he 
will  perhaps  inform  us  that,  after  completing  his  edu- 
cation, he  spent  years  of  study  under  a  learned  pre- 
ceptor, before  he  began  the  practice  of  his  profession, 
lie  may  further  inform  us  that  his  law  library  and 
journals  cost  as  much  as  an  ordinary  farm  upon 
which  a  man  might  maintain  a  family.  From  the 
preparation  he  has  made,  and  the  capital  he  has  in- 


TEACHERS  SALARY,  LIBRARY,  AND  JOURNALS.  243 

vested,  it  is  evident  that  he  will  expect  and  receive 
large  fees  for  his  services. 

If  we  visit  the  office  of  our  family  physician  and 
examine  his  medical  library  and  surgical  instruments, 
and  learn  their  cost,  and  if  we  ascertain  how  much 
time  and  money  he  spent  in  making  preparation  for 
the  practice  of  his  profession,  his  charges  for  attend- 
ing our  sick  will  seem  much  more  reasonable  than 
we  have,  heretofore,  believed  them  to  be. 

If  we  would  call  upon  several  pastors  of  churches, 
and  learn  what  preparation  each  one  has  made  for 
his  sacred  calling,  if  we  would  look  into  the  library 
and  examine  the  periodicals  of  each,  and  then  ascer- 
tain the  amount  of  salary  which  each  one  receives  for 
his  support,  we  would  find,  as  a  rule,  that  each  one 
is  paid  about  in  proportion  to  his  preparation  and 
capital. 

If  we  could  call  our  country  teachers  together,  and 
learn  from  each  the  extent  of  his  special  preparation 
and  the  cost  of  his  library  and  educational  journals, 
we  would  probably  find  that,  among  well-informed 
people,  the  teacher,  considering  his  special  prepara- 
tion and  capital  invested,  is  as  well  paid  for  his 
services  as  the  lawyer  jind  doctor.  Then,  among 
well-informed  patrons  and  school  officers,  the  princi- 
pal cause  of  difference  in  position  and  pay  between 
the  country  teacher  and  the  professional  man  arises 
from  difference  in  preparation  made  and  capital  in- 
vested, and  the  surest  way  to  diminish  this  difference 
is  for  t'ie  teacher  to  enlarge  his  preparation  and 
increase  his  capital. 


244      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOL-. 

The  teacher's  special  preparation  does  not  consist 
of  mere  knowledge  of  text-hooks,  though  this  knowl- 
edge is  essential,  but  it  includes  the  study  of  the 
laws  that  govern  the  growth  of  body  and  mind,  and 
it  should,  by  all  means,  embrace  general  information 
and  broad  culture.  In  order  to  make  this  prepara- 
tion, the  teacher  must  have  books,  he  must  have 
a,  library.  It  need  not  bo  costly.  It  need  not  be 
large  at  first,  but  it  should  increase  in  size  from  year 
to  year. 

When  the  library  of  any  teacher  gets  its  growth, 
its  owner  will  cease  to  grow  also,  and  he  is  then  no 
longer  suited  to  the  work  of  the  school-room.  The 
following  article  from  the  pen  of  Hon.  Wm.  A.  Hell 
is  so  appropriate  here,  that  I  present  it :  — 

w  When  a  tree  stops  growing,  it  begins  to  die.  In 
this  regard  a  man  resembles  a  tree.  When  a  per- 
son's mind  ceases  to  grow  —  when  it  fails  to  add  new 
thoughts,  and  thus  strengthen  itself —  it  begins  to  dry 
up  and  lose  power. 

"This  principle  applies  with  rare  fitness  to  the 
teacher.  A  teacher  who  does  not  '  add  new  wood ' 
every  year  falls  into  ruts,  goes  backward,  dies  as  a 
teacher.  Paradoxical  as  it  may  seem,  it  is  neverthe- 
less true  that  the  teacher  who  stands  still  goes  hack- 
wards.  It  is  simply  an  impossibility  that  a  teacher 
shall  retain,  through  a  number  of  years,  the  viiror 
and  freshness  of  his  early  teaching  unless  he  study  ; 
and  this  study  must  not  consist  in  the  simple  routine 
of  preparing  daily  recitations, —  daily  preparations,  of 


TEACHER'S  SALARY,  LIBRARY,  AND  JOURNALS.   245 

course,  —  the   reading  of  professional  literature  of 
course,  — but  something  more. 

"  The  mind  must  be  led  out  of  the  narrow  routine 
of  school-room  duties,  and  allowed  to  take  in  some- 
thing of  what  is  called  f  general  culture.'  The  teacher 
who  does  not  spend  some  time  in  study  outside  the 
line  of  his  daily  duties,  of  necessity  grows  narrow. 
One  hour  of  each  twenty-four  wisely  used  for  mental 
growth  and  culture  is  salt  enough  to  save  from  stag- 
nation. The  manner  in  which  this  one  hour  (more 
or  less)  is  used  will  determine  very  largely  whether 
or  not  a  teacher  will  rise  in  his  profession,  or  con- 
tinue to  'job  round'  year  after  year,  and  then  sink 
beneath  the  wave  of  advancing  requirements." 

Many  of  our  teachers  are  men  and  women  of  read- 
ing and  culture,  but  there  are  others  who  possess  al- 
most no  general  information.  Too  many  of  them, 
without  any  special  preparation,  enter  the  school- 
room armed  with  no  weapons  but  text-books. 

In  some  sections  of  the -country  the  special  train- 
ing and  general  information  of  teachers  are  not 
noted  by  those  who  employ  them  and  fix  their  sala- 
ries. In  all  such  cases  it  is  evident  that  the  people 
have  not  been  clearly  shown  the  superior  work  of 
well-trained  and  well-informed  teachers.  It  is  equally 
evident  that  it  will  pay  progressive  teachers  to  widen 
their  work,  and  help  the  people  outside  the  school  to 
gain  correct  notions  upon  this  subject.  This  they 
can  accomplish :  — 

1.  By  the  superior  quality  and  breadth  of  their 
work,  inside  and  outside  of  the  school-room. 


246      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

2  By  circulating  educational  journals  among1  the 
people,  and  especially  among  school  officers  who 
employ  teachers  and  fix  their  salaries. 

Let  each  teacher  see  to  it  that  every  member  of 
his  school  board  reads  regularly  a  good  educational 
journal. 

We  have  no  statistics  giving  the  number  of  libra- 
ries] achersof  country  schools,  nor  1  lie 
exact  number  of  country  teaohen  who  are  subscribers 
to  educational  journals;  but  the  meugro  support 
given  to  these  periodicals  proves  that  a  very  1 
proportion  of  our  teachers  take  no  journals.  An  edi- 
torial in  the  "Educational  Weekly,"  < 'hie.-igo,  I 

"One  would  think  that,  of  all  classes  in  the  com- 
munity, teachers  would  be  the  first  to  sustain  their 
papers.  Yet  we  venture  to  assert  that  there  i<  n<> 
oilier  learned  pnife-sion  that  to-day  is  doing  so  little 
l'ir  the  maintenance  of  its  periodical  literature. 
This  may  be  in  part  due  to  the  tact  that  the  teacher's 
profession  demands  such  a' wide  scope  of  reading,  and 
such  a  many->ided  culture,  that  there  is  little  time 
and  money  left  for  journals  that  are  devoted  more 
especially  t  >  the  interests  of  our  schools.  The  same 
may  be  said,  however,  of  all  the  other  professions,  in 
a  degree.  They  all  demand  extensive  reading  and 
varied  information,  and  all  who  excel  in  them  mn>t 
find  time  for  this.  Making  all  due  allowance  for  the 
requirements  of  modern  learning,  we  still  feel  that 
teachers,  as  a  class,  are  behind  the  age  in  attention 
to  the  details  of  their  profession,  and  in  the  use  of 


TEACHER'S  SALARY,  LIBRARY,  AND  JOURNALS.   247 

means  provided  by  the  press  for  promoting  their 
success." 

An  editorial  in  the  "Practical  Teacher"  suggests 
that  principals  and  superintendents  are  largely  re- 
sponsible for  the  fact  that  so  many  teachers  fail  to 
read  books  and  to  take  journals.  It  says:  "Many 
of  our  teachers  don't  read  books  treating  upon  their 
work.  They  don't  take  educational  periodicals. 
They  don't  attend  teachers'  institutes  They  don't 
do  a  great  many  other  things  tfcat  they  ought  to  do. 
True,  true,  every  word  of  it.  But  we  believe  in 
giving  to  all  their  dues,  and  there  is  another  party 
to  this  case  who  should  be  included  in  this  indict- 
ment, viz.,  principals  and  superintendents.  A  great 
many  of  these  don't  read  books  treating  upon  their 
work ;  nor  take  educational  journals ;  nor  attend 
teachers'  institutes  ;  nor  do  a  great  many  other  things 
they  ought  to  do.  And  another  thing  they  don't  do  : 
although  they  occupy  positions  as  leaders  and  guides 
•to  their  teachers,  they  not  only  take  no  educational 
journal  themselves,  but  they  are  too  indifferent  to 
bring  the  subject  before  their  teachers.  And  we 
may  say  further,  that  when  journals,  the  best  in  the 
country,  are  sent  to  them,  with  the  request  that  they 
distribute  them  among  their  teachers,  they  are  too 
dead  and  lifeless,  or  too  important,  to  do  even  that. 
Such  leaders  are  a  hindrance  and  a  dishonor  to  their 
grand  work.  But  for  them  the  cause  of  education 
would,  to-day,  be  far  in  advance  of  what  it  is." 

An  editorial  in  "  Barnes's  Educational  Monthly," 


248      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

New  York,  asserts  that  one  reason  why  so  many 
teachers  take  no  educational  journals,  is  to  be  found 
in  the  fart  that  in  some  normal  schools,  where  t< 
ers  arc  trained,  but  little  interest  is  taken  in  tho  sub- 
ject of  journals.  In  proof  of  this  assertion  it  cites 
tho  following  fact :  — 

"  In  a  State  normal  school  receiving  an<l  expending 
eighteen  thousand  dollars  a  year,  with  a  faculty 
of  sixteen  teachers,  only  two  of  these  teachers  take 
and  pay  for  any  kind  of  an  educational  journal. 
O///7  two/  Among  the  pupils,  three  hundred  youni: 
men  and  women, —  our  future  .-s  —  not  one 

takes  any  kind  of  an  educational  journal." 

I  know  from  personal  experience  that  superintend- 
ents sometimes  neglect  to  enforce  earnestly  upon  the 
minds  of  their  teachers  the  need  of  educational  jour- 
nals.     1  know  aUo  that  when  the  subject  i>  properly 
iiled.  teachers    are    ready   to    respond.      1    will 
an   illustration. 

When  I  entered  upon  the  work  of  superintending 
sehooN  of  Mononiralia  County,  West  Virginia,  in 
1874,  I  found  very  lew  teachers  in  the  county  sub- 
scribers to  educational  journals.  I  took  ;i  in 
our  institutes,  from  time  to  time,  to  call  the  attention 
of  teachers  to  this  subject,  but  I  found  little,  if  any, 
increase  in  the  number  of  journals  taken  by  teach 
In  tho  autumn  of  1878  I  concluded  that,  in  visiting 
tho  schools  the  following  winter,  I  would  present 
the  subject,  privately,  to  each  teacher,  in  his  own 
school-room.  1  carried  with  me  specimen  copies  of 


TEACHER'S  SALARY,  LIBRARY,  AND  JOURNALS.    249 

several  journals,  and  with  little  labor,  and  no  loss  of 
time,  I  was  able,  at  the  end  of  the  school  term,  to 
report  eighty-one  out  of  ninety  teachers  employed 
in  the  county,  subscribers  to  one  or  more  educa^ 
tional  journals. 

I  feel  quite  certain  that  our  normal  schools  would 
rest  on  a  firmer  foundation,  that  they  would  furnish 
better  teachers,  and  do  better  work,  if  they  would 
require  all  pupils,  before  graduation,  to  become  thor- 
oughly acquainted  with  the.  spirit  and  work  of  our 
school  system,  by  reading  regularly  some  of  the  best 
educational  journals,  i  am  slire  that  our  county 
superintendents  and  commissioners  would  greatly 
increase  their  efficiency,  that  they  would  popularize 
school  supervision,  if  they  would,  by  personal  ef- 
forts, place  an  educational  journal  in  the  hands  of 
every  teacher.  I  am  confident  that  our  country 
teachers  would  widen  their  usefulness,  and  increase 
their  salaries,  if  they  would  place  an  educational  jour- 
nal in  the  hands  of  every  local  school  officer,  and,  as 
far  as  practicable,  in  every  family.  In  this  way  the. 
people  would  become  equally  interested,  in  feeling  as 
well  as  in  fact,  with  the  teacher,  and  they  would  be- 
come "  fellow-laborers  "  in  the  educational  work. 

The  influence  and  usefulness  of  periodical  litera- 
ture are  but  beginning  to  be  understood  and  appreci- 
ated by  superintendents,  principals,  and  teachers,  and 
it  is  not  strange  that,  in  time  past,  many  of  them 
have  neglected  to  read  and  circulate  educational  jour- 
nals. The  reason  why  these  journals  were  never  be- 


250      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOL-. 

fore  so  highly  appreciated  is,  they  were  never  so  good 
as 'at  present.  Some  of  them  are  devoted  to  spe<  -i:il 
departments  in  education,  while  others  occupy  a  very 
wide  field,  extending  from  the  kindergarten  to  the 
university. 

There  is,  however,  one  department  in  r<lu< -at  ion  to 
which  no  journal,  either  in  this  country  or  in  England, 
has  been,  heretofore,  entirely  devoted.  This  depart- 
ment may  be  styled  higher  education,  though  it  does 
not  pertain  to  high  schools  alone.  It  is  the  science 
and  philosophy  of  education,  —  a  subject  that  should 
be  carefully  studied  by  all  educators,  from  the  county 
superintendent  to  the  university  president.  This 
field  is  now  occupied  by  an  international  magazine, 
entitled  "  Education."  conducted  by  Mr.  T.  W.  P»i<-k- 
nell.  of  Boston.  In  order  to  give  a  fairer  view  of 
the  field  which  this  magazine  proposes  to  occupy,  I 
present  the  following  extract  from  its  first  pros- 
l-ectus:  - 

It  is  the  most  encouraging  sign  of  the  times,  edu- 
cation ally,  that  the  science  and  the  art  of  teaching 
are  cominir  to  be  recognized  as  the  foundation  <  i  a 
profession  of  pedagogics.  Hitherto  but  little  atten- 
tion has  been  paid  to  the  fact  that  profound  study 
and  in vc-ti nation  were  required  to  develop  the  law< 
of  good  teaching  and  the  philosophy  of  sound  in- 
struction. If  we  mistake  not,  the  current  of  thought 
now  seeks  to  discover  the  essential  spirit  of  true 
methods,  and  the  soul  of  dry  formulas.  Every 
method,  new  or  old,  is  put  to  the  searching  test  of 


TEACHER'S  SALARY,  LIBRARY,  AND  JOURNALS.    251 

psychology,  and  the  normal  laws  of  mental  growth. 
Failing  to  meet  the  demands  of  this  high  tribunal  of 
reason  and  intelligence,  it  fails  utterly.  Our  maga- 
zine proposes  to  discuss  questions  of  education  on 
the  sides  of  philosophy  and  humanity.  We  hope  to 
secure  in  our  discussions  writers  of  breadth  as  well  as 
depth,  of  general  as  well  as  special  attainments. 
We  hope  to  bring  the  studies  of  our  best  thinkers 
and  writers  within  the  reach  of  the  middle  and  higher 
classes  of  our  profession,  and  to  offer  to  those  ambi- 
tious to  ascend  the  means  of  promotion  by  the  intel- 
lectual uplift  of  superior  experienced  minds.  We 
hope  to  show  that  there  is  a  true  harmony  in  all  de- 
partments of  study,  from  the  lowest  grade  to  the 
highest,  and  that  the  success  of  each  grade  is  an  ele- 
ment in  the  advancement  of  every  other  section. 
We  shall  endeavor  to  recognize  in  the  departments 
their  functions  in  the  related  educational  organism, 
the  harmony  of  whose  adjustment  is  the  proper  and 
universal  study  of  the  true  educator.  Above  all,  it 
will  be  our  purpose  to  show  that  a  better  understand- 
ing of  the  human  mind,  the  laws  which  govern  its 
growth,  and  the  results  to  be  attained  thereby,  are 
but  the  nearer  approach  of  the  human  to  the  divine, 
and  an  adaptation  of  the  highest  faith  to  the  soul's 
spiritual  needs ;  in  other  words,  that  education  and 
religion  are  one  whole,  and  not  the  complement  of 
each  other." 

The  great  variety  of  educational  periodicals  in  this 
country,  and  the  wide  range  of  subjects  discussed  in 


252       GRADUATING    SYSTEM    KM:    rorXTIIV    SCHOOLS. 

their  columns,  warrant  the  conclusion  that  every 
educator  can  find  a  journal  suited  to  his  work.  The 
teacher  who,  in  this  age  of  reading,  narrows  his  nat- 
ural powers  by  confining  himself  to  text-books,  is 
not  fit  for  the  work,  and  ought  to  find  some  other 
employment. 

Some  teachers  claim  that  they  are  so  poorly  paid 
that  they  cannot xaflbrd  to  buy  books  or  to  take 
papers.  Th  hers  say,  "Let  the  people  pay  us 

better,  and  then  we  will  qualify  ourselves  to  do  bet- 
ter work."  Hut  this  demand  is  contrary  to  the  laws 
of  trade.  Skill,  in  any  business,  brings  a  good  price 
in  all  the  market-  of  the  world,  but  no  one  has  a 
right  to  demand  the  price  which  skill  brings  until  he 
possesses  the  skill.  The  teacher's  preparation, 
library,  and  journals  con.Mitute  his  .stock  in  trade, 
and  no  one  can  reasonably  expect  larjjv  profits  from 
small  inve-tment-.  The  following  editorial  from  the 
\  York  School  Journal"  is  so  appropriate  to 
thi-  Mihjc-ct,  that  I  present  it:  — 

"1.  Remember  that  in  teaching,  as  well  as  in  any 
other  business,  you  must  have  a  good  deal  of  capital 
invented  to  obtain  large  proceeds. 

W2.  Kemember  that  your  capital  i-  your  health, 
your  education,  your  library,  your  determination  to 
brighten  and  improve  yourself,  and  your  power  to 
teach  others. 

"3.  Remember  that  every  good  business  man  seeks 
to  enlarge  his  business  each  year,  by  constantly  in- 
vesting more  capital. 


TEACHER'S  SALARY,  LIBRARY,  AND  JOURNALS.    253 

"  4.  Remember  that  good  business  men  watch  the 
market ;  they  mark  what  others  are  doing,  note  how 
they  do  it,  and  take  papers  and  journals  that  give 
specific  information.  You  will  be  very  short-sighted 
if  you  do  not  imitate  their  example. 

"5.  Remember  that  businessmen  often  meet  and 
consult.  They  have  exchanges,  boards  of  trade,  hold 
fairs,  etc.  Teachers  who  do  not  pursue  a  similar  line 
of  conduct  have  themselves  to  blame  when  they  fail. 

"6.  Remember  that  your  work  is  a  business,  in 
many  respects,  and  must  be  conducted  on  business 
principles ;  that  it  does  not  consist  in  keeping  your 
pupils  still,  and  getting  replies  to  questions  many 
of  which  you  could  not  answer  yourself. 

"7.  Remember  that  your  work,  if  done  right,  will 
make  you  a  competent  man  or  woman ;  it  will,  like 
any  business,  give  you  a  better  judgment,  more  in- 
formation, and  a  wider  range  of  thought. 

"8.  Remember  that  you  ought  to  be  more  deeply  in- 
terested in  it  every  day,  as  every  business  man  is  in 
his  business." 

The  time  is  coming  —  it  is  near  at  hand  —  when 
people  will  ask  no  clearer  proof  of  the  incornpetency 
of  any  teacher  than  the  fact  that  he  has  no  library, 
and  that  he  takes  no  journals.  These  are  no  less 
essential  to  the  teacher  in  the  school  than  to  the 
attorney  at  the  bar,  to  the  physician  in  the  sick  room, 
or  to  the  minister  in  the  pulpit. 


LECTURE  XXI. 


TEACHERS'  TRAINING-SCHOOLS  AND  INSTITUTES. 


THE  demand  for  experienced  and  well-t mined 
teaehers  was  never  so  great  as  at  present.  In  some 
of  the  larger  towns,  and  in  several  cities,  no  inexj  •« •- 
ricnced  person  is  employed  as  a  teacher,  unless  he 
li.i-  taken  a  thorough  course  in  some  good  training- 
school.  This  forward  step  in  the  educational  work 
of  the  city  is  already  indorsed  by  many  of  the  most 
intelligent  people,  of  the  country  di>tricts,  and  it  is 
evident  that  this  must  eventually  Income  the  rule  in 

the   ^election  of  tearhiT-  of  every  LTade. 

Thorough  training  is  not  more  es>ential  to  the  suc- 
cess of  the  lawyer  than  to  the  success  of  the  tea.  her. 
No  one  having  a  case  in  court  would  employ  as  his 
counsel  a  man  who  has  had  neither  training  nor  prac- 
tice in  the  profession  of  law.  The  parent  cannot 
allord  to  commit  the  education  of  his  children  into 
the  hands  «»f  an  untrained  teacher,  any  more  than  he 
can  afford  to  commit  a  suit  in  court  into  the  hands  of 
an  untrained  lawyer.  1  am  aware  that  many  who 
have  been  trained  for  the  work  of  teaching  are  not 
lirst-class  teachers.  It  is  equally  true  that  many 
who  have  been  trained  for  the  bar  are  not  first-class 


TEACHERS'  TRAINING-SCHOOLS  AND  INSTITUTES.    255 

lawyers.  Yet  I  venture  to  assert  that  all  trained 
teachers  and  trained  lawyers  are  doing  far  better 
work  than  they  would  have  done  withouj  this  train- 
ing. 

It  may  be  asserted,  with  some  degree  of  truth, 
that  our  normal  schools  have  graduated  and  sent  out 
too  many  incompetent  teachers.  This  charge  was, 
perhaps,  truer  in  the  past  than  it  is  at  the  present. 
State  Superintendent  J.  P.  Wickersham,  of  Penn- 
sylvania, lays  down  the  law  by  which  this  evil  may 
be  avoided.  He  says  :  — 

"Normal  schools  rest  their  claims  to  the  support 
of  the  State  and  the  people  upon  the  assumption 
that  they  are  preparing  a  more  skilful  class  of  prac- 
tical teachers.  Whether  or  not  they  do  this  de- 
pends mainly  upon  the  use  they  make  of  their  model 
schools.  No  one  should  be  graduated  who  is  not  an 
expert  in  the  school-room.  Whatever  the  character 
or  scholarship,  a  want  of  skill  in  imparting  instruc- 
tion or  in  handling  a  class  should  be  fatal  to  gradua- 
tion." 

Our  best  educators,  almost  without  exception, 
maintain  that  money  expended  for  the  support  of 
normal  schools  is  a  paying  investment.  I  present, 
as  an  example,  the  opinion  of  Dr.  Barnas  Sears, 
agent  of  the  Peabody  Educational  Fund.  He 
says :  — 

"The  leading  countries  of  Europe  have  experi- 
mented on  this  subject,  and  are  unanimous  in  their 
opinions  of  the  expediency  of  normal  training  and 


256   GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOI.s. 

of  superintendence.     The  same  is  true,  for  a  shorter 
period,  of  every  State  of  the  Union.     I  venture  the 
assertion  that,  in  the  opinion  of  competent  ju<! 
no  school-money  in  Europe  or  America    ha- 
more    advantageously  expended  than    that  paid   for 
normal  schools." 

Normal  schools  are  growing  in  favor  with  the 
American  people.  As  evidence  of  this,  I  may  r 
to  the  fact  that  their  number  is  increasing  from  year 
to  year.  The  following  table  from  the  last  report 
of  the  C'ommi^ioner  of  Education  shows  the  annual 
increase  in  the  number  of  normal  schools,  in>t rue- 
tors,  and  Mudent>,  for  >»-ven  successive  years  :  — 


•i  tin  r   .-I     KORMAL  srin.Mi>. 


1870. 

1871. 

187«. 

1873. 

1874. 

1875. 

1876. 

1877. 

No.  of  Institution!, 

63 

C-'i 

98 

113 

m 

137 

151 

153 

No.  of  Instructor*, 

178 

44. 

773 

887 

goo 

1,031 

1,005 

1,188 

No.  of  students.  . 

10,028 

10,922 

11,778 

18,020 

i4,40J 

29,105 

33,021 

njm 

Most  of  our  normal  schools  are  academic  in  their 
character.  They  impart  instruction  in  the  branches, 
and  aNo  train  persons  in  the  art  of  teaching.  This 
has  been  tin  MI  of  complaint  on  the  part  of 

some,  who  maintain  that  normal  schools  should  be 
restricted  to  the  profe— ional  course,  and  should  give 
no  instruction  in  any  branches  of  study.  The  fol- 
lowing article  from  the  pen  of  Prole—or  Kdward 
Brooks,  principal  of  the  State  Normal  School  at 


TEACHERS'  TRAINING-SCHOOLS  AND  INSTITUTES.    257 

Millersville,  Penn.,  shows  why  normal  schools 
should  teach  the  branches  :  — 

"  The  teacher  must  possess  knowledge  in  order  to 
impart  it  to  others ;  he  cannot  teach  what  he  does 
not  know.  He  also  needs  to  have  his  own  powers 
cultivated  for  the  power  it  gives  him  to  think,  to 
originate  and  modify  methods,  and  to  influence  and 
control  his  pupils.  In  other  words,  the  ideal  teacher 
should  be  a  person  with  well-cultured  powers  and  a 
liberal  education.  It  is  thus  apparent  that  thorough 
scholastic  training  lies  at  the  foundation  of  a  teach- 
er's education.  The  normal  school  must,  therefore, 
require  of  its  pupils  a  thorough  training  in  the 
branches  of  a  scholastic  course  of  study.  . 

"  This  qualification  seems  to  be  equivalent  to  that 
afforded  by  the  academy  or  college,  and  it  has  been 
a  question  widely  discussed  whether  it  should  not  be 
obtained  at  these  institutions.  It  was  formerly  held 
that  the  normal  school  should  not  attempt  to  give 
this  scholastic  training,  but  should  restrict  itself  to 
the  work  of  the  professional  course  ;  that  any  attempt 
to  impart  instruction  in  the  branches  of  knowledge 
was  a  departure  from  the  legitimate  function  of  a 
noiinal  school,  and  an  infringement  upon  the  domain 
of  these  other  institutions.  This  opinion  was  held, 
not  merely  by  those  who  were  not  in  sympathy  with 
normal  school  work,  but  also  by  some  of  the  leading 

t   ?'    S  J 

normal-school  men  in  the  country.  It  has  been 
found,  however,  in  the  practical  working  of  these 
schools,  that  the  young  people  who  presented  them- 


258  GRADUATING  SYSTEM  FOR  COUNTRY  8CHOOI 

selves  for  professional  instruction  were  not  properly 
prepared  in  the  branches;  and  the  normal  schools 
were  thus  compelled  to  introduce  a  scholastic  depart- 
ment, whether  they  desired  to  do  so  or  not. 

"  Whatever,  therefore,  be  the  true  theory  of  normal- 
school  instruction,  experience  has  proved  the  proent 
necessity  of  such  a  scholastic  course  ;  and  the  normal 
schools  of  the  country  to-day,  almost  if  not  entirely 
without  exception,  have  provided  for  the  scholastic 
training  of  their  pupils.  Such  a  course,  however, 
iu  my  opinion,  is  not  only  a  pn-M-nt  practical  n< 
sity,  but  an  essential  part  of  the  true  theory  of 
normal-school  education." 

Much  as  our  normal  schools  have  done,  and  are 
still  doing,  Mali-tics  >hm\  that  they  are  training  but 
a  small  per  cent  of  the  teachers  of  the  whole  coun- 
try. The  cause  of  this  will  be  clearly  seen  if  we 
consider  the  fact  that  a  large  percent  of  the  students 
in  academies  and  colleges  pay  part  of  their  yearly 
expenses  by  teaching  in  the  country  during  the  win- 
ter, and  the  greater  number  of  those  who  do -not 
teach  while  taking  their  college  course,  turn  their 
attention  to  teaching  after  graduation.  In  order 
that  these  may  be  properly  trained,  it  is  necessary 
that  instructions  in  the  art  and  science  of  teaching 
shall  be  given  in  all  schools  of  high  order. 

Some  of  our  foremost  colleges  have  already  estab- 
lished chairs  of  didactics  for  the  thorough  training 
of  teachers,  and  others  are  moving  in  this  direction. 
President  Magouu,  of  Iowa  College,  urges  the  fol- 
lowing reasons  for  this  movement :  — 


TEACHERS'  TRAINING-SCHOOLS  AND  INSTITUTES.    259 

"  First,  A  large  proportion  of  the  graduates  take 
up  teaching,  either  from  necessity,  for  a  time,  after 
graduating,  or  from  choice,  making  it  their  profession 
for  life  ;  and  this  latter  class  it  is,  for  every  reason, 
desirable  to  increase. 

"  Second,  The  colleges,  by  their  trained  and  expe- 
rienced teachers,  and  by  their  laboratories  and 
museums,  are  best  fitted  to  meet  at  once  the  demand 
for  teachers  who  are  thoroughly  educated  and  up  to 
the  times  in  all  branches." 

The  "  Educational  Weekly,"  Chicago,  contains  an 
article  from  the  pen  of  Prof.  S.  N.  Fellows,  of  Iowa 
University,  in  which  he  briefly  recapitulates  as  fol- 
lows the  reasons  for  establishing  chairs  of  didactics 
in  colleges  and  universities.  He  says  :  — 

"1.  It  will  greatly  assist  the  graduates,  who,  from 
their  superior  culture,  will  occupy  chief  places  and 
become  teachers  of  teachers. 

"2.  A  reflex  benefit  will  accrue  to  the  colleges 
themselves,  in  the  greater  success  of  their  graduates 
and  in  improved  methods  of  their  own  work. 

"3.  Professional  educational  literature  will  be 
improved. 

"  4.  The  development  of  a  true  science  of  educa- 
tion will  be  promoted. 

"5.  It  will  be  a  deserved  recognition  by  the  high- 
est educational  authorities  of  the  value  and  need  of 
professional  training  for  teachers  of  every  grade. 

"  6.  Teaching  will  more  justly  merit  the  title  of 
a  profession. 


200    <;i:  AiM'.vnv;  >YSTKM   FOR  COUNTRY  SCHOOLS. 

"  7.  Higher  institutions  will  become  more  closely 
united  with  our  public-school  system. 

"8.     It  will  increase-  and  widen  the  knowledge  of 

c3 

the  end-  and  mean-  of  education  amonir  those  who, 
though  not  teachers,  will  hold  high  official  and  social 

poshdoi 

Our  educational  journals  with  Lfivat  unanimity 
favor  pro  le^or.diips  of  didactics  in  universities  ;i'i«l 
colleges.  Mr.  T.  \V.  liicknell,  editor  of  the  NTew 
Kirjland  "Journal  of  Education,'  in  a  late  editorial, 


"The  most  pressing  want  of  our  day  and  country- 
is  a  class  of  profe.—ionally  educate.  1  teachers.  It  is 
not  :i  new  want.  Horace  Mann  felt  it  fifty  ;. 

.  and  attempted  to  satisfy  it  by  the  establish- 
ment of  the  lii-ht  normal  school  in  Massachusetts  in 
All  true  leaders  in  education  have  M-CII  the 
\\i-diun  of  that  initiative  movement  for  the  supph  ini: 
of  schools  with  lit  and  fitly  educated  teachers,  and 
ha\e  labored  tor  the  e>tabli>hinent  of  normal  sch-x.U, 
normal  in-titute>.  anything  and  everything  that  would 
h(\«  any  p  •»->il»le  iniluence  in  liftinir  teachinir  out  of 
the  low  form-  of  mechanical  work  to  the  higher  plane 
of  philo.-ophic  (becau-e  natural)  methods  of  in>t  ruc- 
tion. 

"  Normal  >chool<  have  done  much,  directly  and  in- 
directly, iu  forty  .  make  teaching  a  profession, 

and  to  make  men  and  women  havinir  the   power  and 
scope  of  educators.      Utit   even  in  the  ."-  iiere 

normal  schools  have  had  the  longest  life  and  strongest 


TEACHERS'  TRAINING-SCHOOLS  AND  INSTITUTES.    2(51 

influence,  not  over  thirty  per  cent  of  the  teachers 
have  ever  seen  a  normal  school,  or  enjoyed  its  in- 
struction ;  in  others,  the  percentage  varies  from  this 
maximum  to  two,  three,  four,  and  five  per  cent.  It 
has  become  evident  that  something  more  must  be 
done  in  this  direction  of  raising  up  a  class  of  edu- 
cated teachers,  and  the  colleges  are  now  attempting 
to  supplement  the  work  by  the  establishment  of 
chairs  of  pedagogics,  of  didactics,  of  theory  and 
practice  of  teaching,  etc. 

"How  far  this  move  partakes  of  the  nature  of  a 
bid  to  fill  vacant  school-rooms,  boarding-houses,  etc., 
in  college-surfeited  communities,  is  not  the  question 
with  us  now.  Whatever  the  end  may  be,  if  the 
means  is  adequate  for  the  production  of  teachers,  we 
are  satisfied.  This  addition  of  teachers'  courses  to 
the  regular  college  course  may  mean  much  or  little ; 
much,  if  it  attempts  to  make  a  real  professional  class 
by  a  course  of  study  which  shall  not  be  an  optional, 
but  an  additional  college  grade  of  study ;  much,  if 
it  places  in  these  chairs  men  and  women  of  the  best 
accomplished  talent  and  experience  in  the  theory, 
the  philosophy,  and  the  practice  of  teaching.  The 
Western  colleges  are  especially  alive  in  the  introduc- 
tion of  pedagogics  in  the  regular  college  curriculum. 
Its  double  influence  ought  and  will  be  to  improve  the 
teaching  of  the  colleges  themselves,  where,  if  any- 
where, normal  instruction  and  methods  should  have 
a  home,  and  to  prepare  a  class  of  young  men  and 
women  with  more  thorough  finishing  for  the  work  of 


262       GRADUATING   SYSTEM    FOR    COUNTRY    SCHOOLS. 

teaching,  upon  which  so  many  of  our  newly  graduated 
students  are  entering." 

The  following  article  is  from  the  "  Educational 
News  Gleaner,"  Chicago  :  — 

"It  will  doubtless  be  urged  that  college  graduates, 
by  virtue  of  their  higher  education,  require  no  pro- 
fessional training  as  a  prerequisite  for  teaching.  It 
is  true  that  a  college  course  may  lit  a  graduate  for 
some  kin<l>  of  special  teaching,  but  it  certainly  tails 
to  prepare  one  to  become  a  good  general  teacher  of 
a  common  school  or  a  high  school.  If  a  college 
diploma  should  entitle  the  holder  to  a  teac  hcr's  <  -er- 
titicate,  then  why  not  to  a  medical  diploma,  or  to 
admission  to  the  bar? 

"  It  certainly  i*  desirable  that  colleges  and  univer- 
sitie-.  c^i>.  cially  those  established  and  maintained  by 
the  State,  should  establish  professorships  of  sci< 
and  art  of  education,  and  provide  post-graduate 
courses  for  those  who  intend  to  become  teachers. 
'Professors  of  the  Theory.  IliMory,  and  Practice  of 
Education  '  have  been  appointed  in  the  I'liiversities 
of  Kdinburgh  and  St.  And;  ot land,  and  such 

a  chair  is  soon  to  be  established  in  the  I'liiversity  of 
Cambridge,  Kngland.  'J'his  measure  has  been  m 
in  our  own  country  by  prominent  educators,  Mich  as 
Professor  Fellows,  of  the  Iowa  Tniversity,  Principal 
Dunton,  of  the  Boston  Normal  School,  Rev.  A.  D. 
Mayo,  associate  editor  of  the  f  National  Journal  of 
Education/  Boston,  and  many  others.  The  Univer- 
sity of  Michigan  has  taken  the  lead  in  establishing 


TEACHEKS'   TRAINING-SCHOOLS    AND    INSTITUTES.     263 

such  a  chair,  and  Professor  Payne  ably  fills  it.  The 
universities  and  colleges,  combined  with  State  and 
city  normal  schools,  and  normal  classes  organized  in 
connection  with  high  schools,  could  in  ten  years 
supply  the  nation  with  a  corps  of  trained  teachers 
for  every  grade  of  school,  —  from  the  country  school 
to  the  high  school." 

Gen.  John  Eaton,  Commissioner  of  the  Bureau  of 
Education  at  Washington,  in  his  last  annual  report, 
presents  his  views  upon  this  subject,  and  shows  that 
no  less  than  twenty  German  universities  take  an 
interest  in  the  training  of  teachers.  Here  is  what 
he  says :  — 

"  The  science  and  art  of*  teaching  is  surely  a  sub- 
ject so  important  that  it  may  well  be  included  in  the 
curricula  of  our  universities  and  colleges.  The  State 
University  of  Iowa  established  a  chair  of  didactics 
in  1873,  made  it  an  elective  subject  for  the  senior 
year,  and  gives  the  degree  of  bachelor  of  didactics 
to  such  of  its  graduates  as  have  taught  two  years 
after  receiving  this  instruction.  The  example  seems 
worthy  of  imitation. 

"  The  attempt  to  establish  chairs  of  didactics  has 
been  embarrassed  by  the  historic  customs  of  our 
older  colleges.  They  largely  retain  the  ideas  and 
methods  which  were  brought  by  the  colonists  from 
the  mother  country,  and  contemplate  the  education 
of  a  comparatively  small  number  of  persons,  and 
this  after  their  minds  are  measurably  mature.  Their 
methods  are  poorly  adapted  to  instruct  immature 


V 

204      GRADUATING    SYSTEM   FOR   COUNTRY    SCHOOLS. 

minds,  have  been  totally  abandoned  in  all  intelligent 
elementary  training,  and  have  been  modified  in  sec- 
ondary instruction. 

"Naturally  the  learned  men  at  the  head  of  our  col- 
leges were  considered  the  leaders  in  our  educational 
a  Hairs.  Often  they  stood  aloof  from  the  elementary 
school,  and  usually  made  no  effort  to  modify  their 
own  methods  for  its  use.  Tou< -hinir  many  other  sci- 
ences, they  omitted  the  philosophy  of  education  from 
their  curriculum,  sometimes,  indeed,  acting  as  though 
there  were  no  such  subject  in  the  domain  of  thought. 
It  has  been  the  same  spirit,  but  not  carried  to  the 
same  extent,  which  has  contended  against  the  teach- 
ing of  the  natural  sciences. 

"  li  U  this  lack  of  a  really  comprehensive  philosophy 
of  culture,  which  should  include  man  in  all  his  con- 
ditions and  relations,  that  has  permitted,  if  not  pro- 
moted, foolish  prejudices  1>«  institutions  of 
learning  founded  on  a  religious  and  a  civic  basis 
respectively,  and  between  those  founded  by  the  sev- 
eral religious  denominations. 

\  partial  cure  for  this  condition  has  been  found 
in  the  various  college  associations  which  have  been 
founded  from  time  to  time.  These  cannot  be  con- 
ducted with  any  marked  interest  and  vi^or  without 
making  our  colleges  better  acquainted  and  more  sym- 
pathetic with  each  other,  and  causing  them  to  assume 
a  better  relation  to  all  other  phases  of  instruction. 

"It  is  not  too  much  to  hope  that  another  result 
will  be  a  more  careful  consideration  of  the  philos- 


TEACHERS*   TRAINING-SCHOOLS    AND   INSTITUTES.     265 

ophy  of  education,  and  adequate  provision  for  the 
sound  and  thorough  teaching  of  it.  Many  institu- 
tions, whose  students  defray  a  large  part  of  their 
expenses  before  graduation  by  teaching,  do  not  give 
an  hour's  instruction  in  this  subject,  nor  make  any 
effort  to  secure  pedagogical  works  for  their  libraries. 
"  In  striking  contrast  with  this  apathy  is  the  treat- 
ment of  the  philosophy  of  education  by  the  German 
universities.  In  the  following  German  universities 
pedagogy  is  taught  by  means  of  lectures  for  the  time 
stated :  — 

Hours  a  Hours  a 

week.  week. 

Berlin 6  Jena 6 

Bonn.... 4  Kiel 3 

Breslau 3  Leipzig  — 8 

Erlangen 2  Minister 4 

Freiburg 2  Tubingen 3 

Giessen 2  Wurzburg 4 

Gottiugen 2  Vienna 6 

Greifswald    3  Berne 2 

Halle 5  Basel 2 

Heidelberg 3  Zurich  2 

• 

"  At  Jena  the  subjects  of  the  lectures  are  :  History 
of  education,  scientific  principles  of  educating  the 
child,  school  discipline,  methods  of  instruction, 
school  hygiene,  school  legislation,  school  architec- 
ture, ancient  and  modern  languages,  comparative 
philology,  logic,  metaphysics 

"There  are  in  Germany,  besides  the  ordinary  sem- 
inaries for  the  training  of  elementary  teachers,  sev- 
eral advanced  pedagogic  seminaries,  whose  object  is 
to  give  the  students  an  opportunity  to  acquire  a 


yg^fsE    L'^M#^v 

f^  OF   THB  'X 

ff  UNIVERSITY  J 


^.  r/r 


2(36     GRADUATING    8YSTEM    FOR   COUNTRY   SCHOOLS. 

more  profound  scientific  knowledge  in  their  special- 
ties before  they  enter  upon  their  professional  duties. 
These  purely  scientific  institutions  are  attended  only 
by  students  and  graduates  of  mm vr>itir>,  who  aspire 
to  the  higher  positions  in  the  secondary  and  superior 
schools.  In  some  of  these  seminaries  great  stress  is 
laid  on  philology,  in  others  on  the  philosophy  of 
education." 

We  may  feel  assured,  from  the  tests  already  made, 
both  in  Europe  and  in  this  country,  that  in  establish- 
ing chairs  of  didactics  in  colleges  and  universities,  we 
are  trying  no  uncertain  experiment. 

Next  to  tho  normal  school,  and  near  akin  to  it.  is 
the  teacher-'  institute,  hold  annually,  and  in  some 
places  oft CIHT,  in  almost  every  school  district,  county, 
and  State.  The  teai-hrr-'  in>tituie  is  not  intended  to 
dispense  with,  but  rather  to  supplement  the  work  of 
the  traininLr->chool.  It  aims  to  bring  together  edu- 
cational workers  ,,f  every  grade,  from  the  teacher  of 
the  primary  school  to  the  president  ef  the  univer- 
sity, so  as  to  give  teachers  of  the  lowest  grade  the 
benefit  of  the  highest  instructions. 

Tho  value  of  the  teachers'  institute  is  found,  not 
alone  in  the  fact  that  it  imparts  instructions  in  the 
branches  ami  in  tho  art  of  teaching,  but  that  it 
affords  opportunities  for  teachers  to  become  b 
acquainted  :  that  it  brings  them  into  fuller  sympathy 
with  each  other;  and  that  it  has  a  tendency  to  har- 
monize the  educational  work  from  the  common 
school  to  the  university.  I  can  point  to  no  higher 


TEACHERS'  TRAINING-SCHOOLS  AND  INSTITUTES.    267 

example  of  this  than  the  six  weeks'  State  Institute 
held  lately  in  the  Virginia  University  buildings,  at 
Charlottesville .  I  offer,  in  conclusion,  an  account  of 
this  institute  from  the  pen  of  Rev.  A.  D.  Mayo,  of 
Boston,  associate  editor  of  the  "National  Journal 
of  Education,"  who  was  one  of  the  lecturers  at  the 
institute.  Writing  from  Charlottesville,  he  says  :  — 
"  The  State  University  offered  its  entire  facilities, 
in  class-rooms,  libraries,  collections,  and  boarding- 
houses,  for  the  whole  session,  while  its  leading  pro- 
fessors have  heartily  joined  its  list  of  lecturers  ;  and 
their  families,  in  the  spirit  of  true  Virginia  hospital- 
ity, have  opened  their  own  houses,  and  in  every  way 
labored  to  make  the  crowd  of  teachers  feel  them- 
selves at  home.  Probably  no  school  institute  in  the 
country  ever  assembled  under  circumstances  more 
attractive.  No  group  of  university  buildings  in 
America  enjoys  an  outlook  so  beautiful,  or,  on  the 
whole,  is  so  generally  pervaded  with  the  true  aca- 
demic atmosphere  as  the  University  of  Virginia.  Its 
spacious  park  of  nearly  five  hundred  acres,  in  good 
cultivation,  is  crowned  by  the  library,  from  whose 
dome  the  eye  sweeps  over  one  of  the  most  enchanting 
views  in  this  region  of  enchantment,  the  Piedmont 
slopes  of  the  Blue  Eidge.  Here  ape  now  assembled 
four  hundred  and  fifty  teachers,  two  thirds  of  them 
women,  the  large  majority  teachers  of  common 
schools  in  the  country,  and  the  smaller  towns  of  the 
State,  although  there  is  a  fine  representation  of  the 
superior  teachers  from  the  best  academies  ;  and  many 


268      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 

family  instructors,  and  even  professors  in  colleges, 
have  come  up  to  the  feast.  The  number  was  limited 
to  five  hundred,  the  seating  rapacity  of  the  univer- 
sity hall,  although  a  little  effort  would  have  brought 
a  thousand.  This  institute  includes  only  the  white 
teachers,  another  of  three  hundred  colored  teachers 
being  iu  session  for  the  same  period  at  Lynchbtirg. 

"One  of  the  most  interesting  f eat u res  of  this 
assemblage  i-  it-  representative  character.  Al 
every  county,  and,  from  the  immediate  vicinity, 
every  school  diMrict,  is  represented.  It  is  the  iir-t 
time  in  the  hi-tory'of  the  State  when  any  number  of 
common-school  teaehcrs  so  large  and  influential  have 
looked  iii  each  other's  faces,  and  been  brought  in 
friendly  contact  with  teachers  in  academical  schools 
and  the  faculty  of  a  leading  university.  It  is  in. 
siole  to  estimate  the  eilecN  of  a  >ix  weeks*  inter- 
course upon  this  body  of  teachers.  The  < 
Southern  life  is  its  isolation;  and  the  teacher  in  the 
little  country  M-hool,  or  the  graded  school  of  the  vil- 
.  \\orried  by  the  tlioiis-.tiid  obstacles  that  Mill 
beset  the  common  school  in  this  portion  of  the  coun- 
try, finds  her>elf  here  in  a  company  which  probably 
represents,  in  large  measure,  the  educational  intelli- 
gence and  real  worth  of  the  Commonwealth.  It 
would  probably  be  difficult  to  get  together  live  hun- 
dred people  who,  all  the  way  from  the  university 
president  and  the  governor  out  to  the  district  school- 
mistress, cover  a  greater  variety  of  interests,  and 
more  truly  the  most  hopeful  life  of  the  new  domiu- 


TEACHERS'  x   \INING-SCHOOLS  AND  INSTITUTES.    2(>(J 

ion.  In  the  reception  given  by  the  ladies  of  the 
university  to  the  institute,  on  Friday  evening,  July 
30,  a  stranger  could  overlook  as  brilliant  a  throng  of 
young  people  as  one  is  likely  to  see.  There  were  in 
the  crowd  teacners  connected  with  the  families  of 
Washington,  Jefferson,  the  Randolphs,  Patrick  Henry, 
Governor  Nelson,  Ex-President  Tyler,  Jeff.  Davis ; 
indeed,  a  large  number  of  the  historical  characters  of 
the  State  there  appeared  by  proxy. 

"The  instruction  in  the  institute  has  been  admi- 
rably arranged  by  Superintendent  Newell,  of  Mary- 
land, himself  one  of  the  best  representatives  of  the 
new  education  in  all  its  ins  and  outs,  and  an  organ- 
izer of  school  work  of  rare  ability.  Dr.  Ruffner, 
State  Superintendent  of  Virginia,  is  also  in  attend- 
ance, and  is  one  of  the  lecturers.  Rev.  Wm.  B.  Mc- 
Gilvray,  one  of  the  Richmond  masters,  and  Professor 
A.  L.  Funk,  until  recently  an  eminent  teacher  in  the 
State,  are  daily  lecturers  on  methods.  The  univer- 
sity professors  are  giving  valuable  lectures  on  science, 
literature,  and  teaching,  and  are  always  at  hand  to 
walk  the  cabinets,  libraries,  and  laboratory  with  all 
who  desire  their  aid.  A  course  of  five  lectures  has 
also  been  delivered  by  A.  D.  Mayo,  associate  ed- 
itor of  the  'National  Journal  of  Education.'  The 
institute  opens  at  8.30  A.  M.,  and  is  instructed  by 
lectures  till  12.  Constant  attendance  is  insisted  on, 
and  full  notes  taken.  At  12  the  main  body  breaks 
into  nine  sections,  which,  for  an  hour,  are  instructed 
by  teachers  selected  for  their  special  fitness,  and  ex- 


270     GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

amined  upon  the  lectures  previously  delivered.  The 
afternoon  is  given  to  rest,  with  the  exception  of  a 
general  lecture  at  the  closing  hour.  Thci . 
a  good  deal  of  private,  special  work  goiiur  on  at  odd 
hours.  Indeed  we  have  never  seen  together  a  body 
of  young  people  more  thoroughly  in  earnest,  more 
determined  to  get  at  and  utili/e  the  principles  and 
method-  of  MM-  l>est  school-keeping.  To  larirc  num- 
of  them  it  has  come  with,  all  the  force  of  a 
'  n-vival  of  religion,'  a  wakrninir  up  to  the  glory  and 
beauty  of  the  new  ^ospd  to  the  children,  like  1 1n- 
first  view  from  the  summit  of  one  of  their  mountains 
over  the  wonderland  that  lies  outspread  l>< -neath. 
It  is  an  education  in  itself  to  sit  upon  the  platform 
and  watch  the  faces  of  these  teachers,  as  some  new 
point  i-  made,  or  some  home  appeal  wakes  up  a  great 
deep  of  thought  and  feeling  b.-foiv  unknown.  T 
eventful  weeks  will  become  an  epoch  in  the  life  of 
many  an  rarin-M  yomiLr  man  or  woman,  no  lc>-  than 
a  historical  point  of  departure  in  the  educational  life 
of  the  State. 

"The  State  University  of  Virginia  has  cast  the 
whole  weight  of  its  great  influence  upon  the  side  of 
the  n>mi_r  common  school.  In  this  it  only  follows 
in  the  steps  of  it-  founder,  '1  hoina-  .lcllcr>on.  who 
first  outlined  the  plan  of  the  complete  system  of  free 
education  extending  from  the  district  school  to  the 
university." 

I  cannot  conclude  this  subject  without  referring  to 
the  fact  that  we  have  a  "National  Educational  Asso- 


271 

elation,"  embracing  teachers  of  every  grade  ;  a  "  Na- 
tional Council  of  Education,"  composed  of  fifty-one 
of  the  foremost  thinkers  connected  with  the  educa- 
tional work  ;  and  an  "  International  Society  for  Inves- 
tigating and  Promoting  the  Science  of  Teaching," 
which  last-named  society  already  includes  many  of 
the  most  progressive  and  scholarly  educators  in  this 
country  and  in  Canada. 

Taking  into  consideration  the  number  of  institutes 
held  in  districts,  counties,  and  States,  and  the  annual 
national  gatherings  of  teachers,  it  is  certainly  safe 
to  say  that  no  other  distinct  class  of  men  and  women 
meets  so  often  for  mutual  improvement. 


LECTURE  XXII. 
TEACHERS'  EXAMINATIONS  AND  COUKSE  OF  STUDY. 

THE  annual  re-examination  of  country  teachers  in 
the  naked  primary  branches  and  in  nothing  else  is 
about  as  unprogressive  a  plan  as  could  possibly  be 
devised.  It  is  as  discouraging,  unwise,  ami  unpro- 
gressivc as  the  old  custom  which  required  all  pupils, 
at  the  opening  of  the  school  term,  to  commence  each 
branch  of  study  at  the  beginning  of  the  book. 

The  annual  re-examination  in  the  bare  branches 
and  in  nothing  cKe  h.-is  made  the  impression  upon 
the  minds  of  many  teachers  that  they  need  no  knowl- 
edge  ouNide  of  text-hooks.  This  system  gives  the 
Well-informed  and  highly  cultivated  teacher  no  better 
certificate  or  salary  than  it  gives  the  teacher  \vln»>e 
knowledge  is  bounded  by  the  narrow  limits  of  text- 
books. Almost  any  uprightly  youth  who  has  just 
completed  the  common  branches  may,  in  many  of 
these  examinations,  mea>ure  arms  with  teachers  of 
information  and  experience.  These  tacts,  which  no 
intelligent  person  will  deny,  prove  that  educators 
ought  to  invent  a  wiser  plan  for  the  examination  of 
teachers. 

Dr.   John   Hancock,    superintendent  of  the   city 


TEACHERS'  EXAMINATIONS.  273 

schools  of  Dayton,  Ohio,  and  ex-president  of  the 
National  Educational  Association,  in  an  article  pub- 
lished in  the  "Public  School  Journal,"  Cincinnati, 
urges  a  radical  change  in  the  present  mode  of  con- 
ducting teachers'  examinations.  His  article  is  so 
appropriate  here,  that  I  present  it  in  full.  He 
says :  — 

"No  department  connected  with  the  organization 
of  our  public-school  system  could  contribute  so 
much  to  the  efficiency  of  that  system  as  the  boards 
of  county  examiners,  were  they  armed  by  statute 
with  all  the  powers  necessary  to  a  proper  discharge 
of  their  important  duties.  That  county  boards  or 
city  boards  are,  in  general,  doing  the  kind  of  work 
most  conducive  to  educational  progress,  few  thought- 
ful educators  will  assume. 

"  In  the  first  place,  what  is  the  work  they  are 
doing0  It  may  be  answered:  They  are  everywhere 
—  with  honorable  exceptions,  of  course  —  simply 
asking  questions  in  arithmetic,  geography,  and  gram- 
mar, and  hearing  candidates  read  from  a  text-book. 
Of  the  character  of  these  questions  nothing  further 
need  be  said,  than  that  too  frequently,  instead  of 
being  comprehensive  and  root-striking,  they  are 
narrow,  technical,  pedantic,  puzzling,  and  worth- 
less. Having  examined  the  papers  of  candidates, 
and  assigned  a  percentage  value  to  each  answer,  and 
footed  up  the  results,  the  examiners  deem  their 
duties  ended.  It  would  ill  become  any  one  to 
undervalue  any  proper  means  taken  to  determine, 

18 


274       GRADUATING    SYSTEM   FOR   COUNTRY    SCHOOLS. 

beyond  a  perad  vent  tire,  whether  or  not  a  candidate 
has  a  sufficient  knowledge  of  the  branches  he  shall 
be  required  to  teach.  The  possession  of  such  a 
knowledge  is  fundamental.  And  it  cannot  be  denied 
that  the  determination  of  this  question  is  one  of  the 
main  duties  of  examiners  under  the  law,  as  it  now 
stands,  but  it  i.s  not  their  only  duty. 

"Tin-  marked  defect  of  our  present  law  of  exami- 
nations, if  its  purport  be  correctly  indicated  by  the 
practice  of  boards  of  examiners*  is  that  feature  in  it 
which  relates  to  the  re-examination  of  teachers.  As 
applied  almost  everywhere,  its  results,  so  far  from 
beinir  advantageous  to  schools,  are,  in  the  opinion 
of  many  intelligent  educators,  absolutely  pernicious. 

"The  frequency  of  these  re-examinations  requires 
that  teachers  shall  employ  a  large  part  of  their  time 
in  grinding  over,  in  a  dreary,  cramming  way,  the  one 
grist  of  the  common  branches,  —  a  process  stultifying 
in  the  extreme.  If  one  were  to  set  out  with  malice 
prepense  to  contrive  a  scheme  that  should  most 
clleciually  quench,  on  the  part  of  teachers,  aspira- 
tions for  a  higher  life  in  their  calling,  and  render 
them  narrow  in  all  their  ways  of  thinking  and  doing, 
he  could  scarcely  hit  upon  one  more  halefully  suc- 
cessful than  this.  Considering  in  addition,  the 
exhausting  nature  of  the  teacher>'  school-room  work, 
how  can  any  mental  growth  be  expected  of  him? 
Or  is  it  any  wonder  that,  under  such  a  regime,  he 
should  at  length  give  up  all  hope  of  growth,  and 
sink  into  a  pitiable  state  of  niarrowless  pedantry, 


275 

content  to  spend  his  leisure  hours  in  nosing  over  the 
dry  husks  of  a  useless  knowledge  ? 

"  It  may  be  asked  whether  we  should  dispense  en- 
tirely with  re-examinations.  Such  is  not  my  view. 
But  the  re-examinations  should  be  such  as  to  promote 
mental  and  moral  growth,  not  retard  it.  Let  candi- 
dates who  present  themselves  for  examination  the  first 
time  be  thoroughly  tested  as  to  their  knowledge  of 
the  statutory  branches,  and  if  they  pass  the  test 
fairly  well,  let  that  be  the  last  of  it.  Let  a  certificate 
issue  for  such  a  time  as  the  rules  of  the  board  may 
prescribe,  and  let  the  candidate  then  be  notified  what 
he  will  be  examined  in  at  the  expiration  of  his  cer- 
tificate. 

"There  are  two  kinds  of  reading  every  teacher 
ought  to  do  much  of,  — good  books  on  his  profession, 
and  the  standard  literature  of  his  own  language.  He 
may,  of  course,  go  much  beyond  this  limit,  and  read 
in  science,  philosophy,  and  art,  with  the  happiest  re- 
sults ;  but  the  reading  first  mentioned  is  essential. 
Suppose,  then,,  the  examiners  assign  the  candidate 
who  has  just  been  certificated,  for  his  next  examina- 
tion, one  professional  book,  and  one  in  literature,  for 
it  is  important  the  field  should  not  bq  too  wide.  What 
these  two  books  shall  be,  is  a  question  requiring 
from  the  examiners  a  good  deal  of  judgment.  They 
should  already  have  ascertained,  with  a  fair  amount  of 
exactness,  their  neophyte's  mental  power  and  devel- 
opment. (And  here  it  may  be  parenthetically  re- 
marked, our  boards  of  examiners  make  a  mistake  in 


276      GRADUATING   SYSTEM   FOR    COUNTRY   SCHOOLS. 

confining  themselves,  as  they  now  almost  universally 
do,  to  written  examinations.  The  mental  status  of  a 
candidate  cannot  be  easily  determined  by  the  writ- 
ten examination  alone.  It  needs  to  be  supplemented 
by  an  oral  one.  Five  minutes'  conversation  will 
sometimes  be  worth  more  than  a  quire  of  manuscript 
in  settling  this  question.) 

"  We  will  suppose  the  newly  passed  teacher  to  have 
given  evidence  of  good  natural  abilities,  and  of  a 
taste  for  good  books.  In  this  case  he  may  be  as- 
signed, as  his  professional  work,  *  Education  as  a  Sci- 
ence/ by  Prof.  Alexander  Bain ;  '  Human  Culture/ 
by  Michael  Angelo  or  Garvoy ;  or  some  other  pro- 
t'r— ional  work  of  the  higher  order;  and  in  litera- 
ture, the  best  work  of  Milton,  or  Tennyson,  or 
Wordsworth,  or  two  or  three  plays  of  Shakespeare, 
or  some  of  the  essays  of  Emerson,  or  Carlyle,  or 
Macaulay.  A  candidate  of  less  natural  abilities  and 
readinir  would  of  course  be  assigned  easier  books  of 
both  professional  and  literary  character. 

"On  the  second  examination  the  candidates  would 
iv.  cive  their  old  marks  on  the  branches  in  which  they 
had  already  passed  an  examination,  and  have  the 
grade  of  their  certificates  raised  or  lowered,  accord- 
ing to  the  results  of  their  special  examination,  —  or 
they  might  fail  altogether.  For  a  third  examination 
other  professional  and  literary  books  could  be  as- 
signed in  the  .same  way,  and  the  same  course  be  pur- 
sued in  issuing  certificates.  Such  a  plan  could,  of 
course,  be  extended  over  any  number  of  years. 


TEACHERS'  EXAMINATIONS.  277 

"  It  is  scarcely  necessary  to  call  attention  to  the 
advantages  of  such  a  scheme  of  examinations  over 
the  one  now  in  vogue,  for  they  must  be  apparent  to 
the  least  thoughtful.  The  energizing  power  of  good 
books  cannot  be  readily  measured,  and  their  retro- 
active benefits  on  the  schools,  through  their  teachers, 
will  be  of  incalculable  value.  This  scheme  of  ex- 
amination would  be  one  of  the  strongest  incentives 
possible  to  continuous  self-improvement.  Under  it, 
indeed,  teachers  could  scarcely  avoid  this  improve- 
ment, if  they  would. 

"City  boards  already  have  full  power  under  the 
State  statutes ;  but  to  carry  out  such  a  plan  com- 
pletely in  country  districts,  county  boards  would 
need  additional  legislation  ;  but  such  legislation  could 
be  readily  obtained,  should  educators  make  an  ear- 
nest demand  for  it.  The  first  thing  to  be  done  is  to 
create  the  right  sentiment  among  teachers ;  and  I 
make  no  doubt  they  will  most  gladly  give  in  their 
adherence  to  any  reasonable  proposition  to  relieve 
them  from  the  dull  routine  to  which  they  are  now 
subjected." 

I  heartily  indorse  what  Dr.  Hancock  has  said  in 
the  foregoing  article,  and  I  suggest  that  the  "  Teach- 
er ^'  Course  of  Study  "  ought  to  be  made  uniform  in 
all  the  States.  This  may  be  accomplished  by  the 
following  plan :  — 

1.  The  several  State  teachers'  associations  should 
submit  to  the  National  Council  of  Education  the 
work  of  preparing  a  "Teachers'  Course  of  Study." 


278   GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOL-. 

2.  Leading  educators  of  the  several  States  should 
use  needed  effort  to  secure  such  legislation  as  may 
be  necessary  to  inaugurate  and  carry  out  this  course 
of  study. 

The  thought  of  requiring  public  teachers  to  pur- 
sue a  course  of  study  after  they  enter  the  work  may, 
to  some  persons,  appear  to  be  novel,  but  a  similar 
plan  lias  long  been  pursued  by  several  ecclesiastical 
bodies.  The  Christian  minister,  in  several  of  the 
leading  churches,  is  required,  after  he  enters  the 
pastorate,  to  pursue  a  course  of  study  running 
through  a  number  of  years,  but  he  is  exported  to 
pa>s  only  a  single  satisfactory  examination  upon 
each  subject  of  .study. 

No  one  need  fear  that  teachers  who  are  thorough 
in  the  common  branches  will  become  "rusty"  in 
these,  while  pursuing  a  course  of  reading  and  study. 
Any  good  book,  carefully  studied,  fits  the  teacher 
for  better  work  in  any  branch  from  the  A,  B,  C,  to 
the  liinlie^i  subject  of  study . 

Some  person^  may  claim  that  the  "  Teachers'  Course 
of  Study,"  rumiinir  through  several  years,  would 
create  a  great  number  of  classes  to  be  examined 
annually.  This,  however,  need  not  be  the  caaG  ; 
as  the  course  of  study  may  be  so  arranged  that 
when  any  teacher  first  enters  the  course  he  shall 
take  up  studies  pursued  by  the  class  that  year.  In 
a  word,  all  teachers  shall  study  the  same  lessons  at 
the  same  time.  As  an  example  of  this,  I  may  name 
the  Cliautauqua  Literary  and  Scientific  Circle,  which 


TEACHERS'  EXAMINATIONS.  279 

provides  a  four  years'  course  of  study.  New  mem- 
bers are  admitted  to  the  "  Circle  "  at  any  time,  and 
they  take  up  the  course  of  study  at  the  point  where 
they  enter.  At  the  end  of  the  four  years'  course, 
those  who  entered  after  the  course  was  commenced 
go  back  and  take  up  the  first  year,  and  pursue  the 
course  until  they  come  to  the  point  where  they 
first  entered,  when,  if  found  worthy,  they  are 
graduated.  It  is  simply  a  four  years'  course  of  study 
arranged  in  a  circle ;  and  one  time  round  the  ring,  no 
difference  where  the  member  enters,  entitles  him 
to  graduation. 

I  can  name  no  higher  example  of  the  successful 
work  of  a  uniform  course  of  study,  than  the  Chris- 
tian Church,  in  all  Bible  lands,  studying  the  interna- 
tional Sunday-school  lessons.  If  public  educators 
are  as  wise  as  Bible  students,  they  will  provide  a 
uniform  course  of  study  for  all  country  teachers. 

If  we  wish  to  lift  the  common-school  system  to 
higher  and  healthier  grounds,  we  must  first  lift  the 
country  teachers  to  a  higher  level.  As  a  means  for 
the  accomplishment  of  this  end,  a  "  Teachers'  Course 
of  Study  "  extending  through  several  years,  a  system 
of  annual  examinations  that  will  measure  the  height 
and  depth  and  length  and  breadth  of  the  intelligence, 
culture,  and  true  worth  of  each  teacher,  and  a  plan 
for  paying  each  in  proportion  to  what  he  is  actually 
worth,  will  be  of  incalculable  value. 


LECTURE 
TEACHER'S  SALARY,  AND  TENURE  OF  OFFICE. 

COUNTRY  schools  cannot  attain  the  highest  degree 
of  perfection  unless  good  teachers  are  well  paid,  and 
permanent  in  their  position.  Business  men  are  well 
a  ware  that  it  is  impossible  to  secure  skilful  workmen 
at  starvation  prices,  or  to  obtain  the  best  talent  for 
positions  tli:it  are  not  permanent. 

An  excellent  authority  on  educational  matters 
recently  expressed  himself  on  the  subject  of  the 
teacher's  salary,  in  the  following  sensible  and  busi- 
ness-like manner :  — 

"Cheap  wages  must  result  in  cheap  teachers;  and 
cheap  teaehcrs  will  naturally  cultivate  cheap  mind-, 
which  will  fit  the  pupil  for  living  a  cheap  life;  that 
is,  not  attaining  to  any  occupation  above  a  mediocre. 
Let  the  subject  of  cheap  teachers  be  thoroughly  dis- 
cussed, and  it  will  be  found  at  once  that  the  great 
majority  of  the  educated  minds  of  the  country  are 
not  in  favor  of  cheap  educator-." 

The  pulpit  and  the  press  unite  in  the  opinion  that 
the  salaries  paid  to  public  school  teachers,  at  present, 
are  insufficient  to  secure  and  retain  the  best  teaching 
talent.  I  offer  the  following  as  representative  opin- 


TEACHER'S  SALARY,  AND  TENURE  OF  OFFICE.  281 

ions  of  the  pulpit  and  press  upon  this  subject.  Rev. 
Henry  Ward  Beecher  says  :  — 

"If  salaries  ever  should  be  ample,  it  is  in  the  pro- 
fession of  school-teaching.  If  there  is  one  place 
where  we  ought  to  induce  people  to  make  their  pro- 
fession a  life-business,  it  is  in  the  teaching  of  schools. 
Oh,  those  who  are  to  be  taught  are  nothing  but  chil- 
dren !  — your  children,  my  children,  God's  children,  — 
the  sweetest  and  dearest  and  most  sacred  ones  in  life. 
At  the  very  age  when  angels  -would  be  honored  to 
serve  them,  that  is  the  time  when  we  put  them  into 
the  hands  of  persons  who  are  not  prepared  by  dispo- 
sition to  be  teachers,  and  who  are  not  educated  for 
teaching,  and  who  are  continually  bribed,  as  it  were, 
by  the  miserable  wages  that  are  given  them,  to  leave 
their  teaching  as  soon  as  they  acquire  a  little  experi- 
ence." 

The  New  York  "Tribune  "  says  :  — 

"There  is  no  question  but  that  the  teachers  in  our 
public  schools  should  be  better  paid ;  and  there  is 
also  no  question  that  an  educated,  thorough,  and 
liberal  service  should  be  demanded  of  them.  At 
present,  teachers  cannot  be  severely  blamed,  if,  with 
the  poor  rewards  held  out  to  them,  they  do  not 
thoroughly  prepare  themselves  for  their  work.  The 
matter  for  wonder  is,  that  teachers  who  are  at  all 
qualified  should  be  obtained  for  such  rates  of  pay, 
and  it  is  certain  that  the  service  of  the  schools  holds 
out  the  smallest  possible  inducements  for  intelligent 
and  capable  men  and  women  to. remain  in  it." 


282     GRADUATING    SYSTEM   FOR   COUNTRY   SCHOOLS. 

I  am  convinced  that  even  with  our  present  expen- 
ditures for  educational  purposes,  much  can  be  done 
to  induce  teachers  to  make  more  thorough  prepara- 
tion, and  to  remain  longer  in  the  work.  The  follow- 
ing rules  for  the  accomplishment  of  this  end  are  in 
harmony  with  the  laws  of  business  and  common- 
sense  :  — 

1.  There  should   be  a  wide   difference   between 
the  wages  of  the  trained  and  experienced,  and  the 
wages  of  the  untrained  and  inexperienced  teacher. 

2.  The   tcaeher,    when   once    employed,    should 
hold  his  position  until  he  resigns,  or  is  formally  dis- 
missed. 

If  a  man  undertakes  to  build  a  house,  he  makes  a 
wide  diil'd Tence  between  the  wages  of  the  unskilled 
apprentice  and  the  wages  of  the  master  mechanic. 
The  wider  the  difference  between  the  \va^ •-  of  the 
skilled  and  unskilled,  in  any  trade  or  business,  the 
greater  the  inducement  to  become  master  of  it.  The 
reason  why  teachers,  in  many  places,  make  so  little 
preparation  is,  there  is  no  demand  for  prepara- 
tion. 

In  many  pails  of  the  country  trained  and  experi- 
enced teachers  are  offered  but  little  more  for  their 
services  than  what  is  paid  for  untrained  and  inex- 
perienced teachers.  It  is  evident  that  this  plan,  if 
applied  to  mechanics  and  artists,  would  paralyze 
every  motive  to  become  skilful. 

The  teacher's  salary  should  depend,  not  merely 
upon  what  he  knows,  but  upon  what  he  does.  It 


TEACHER'S  SALARY,  AND  TENURE  OF  OFFICE.  283 

should  depend  upon  his  real  worth  to  the  educational 
work.  Superintendent  G.  A.  Littlefield,  of  Law- 
rence, Massachusetts,  in  speaking  of  the  teachers 
salary,  says :  — 

"  It  seems  absolutely  right  that  the  main  criterion 
in  fixing  the  salaries  of  teachers  should-  be  their 
relative  ability  ;  and,  with  a  settled  public  opinion  in 
favor  of  the  system,  I  see  no  reason  why  it  should 
not  work  well,  and  excellent  results  flow  from  it. 
It  would  certainly  seem  possible  to  make  decisions 
with  regard  to  the  worth  of  teachers  with  such  care 
and  accuracy  as  to  command  the  respect  of  all  con- 
cerned. The  permanent  and  best  part  of  a  teacher's 
work,  to  be  sure,  is  of  such  a  nature  that  we  cannot 
fully  estimate  it.  Its  real  value  will  only  appear  in 
the  matured  characters  of  the  pupils.  And  yet 
there  are  unmistakable  evidences  of  even  this  price- 
less influence  when  it  is  exerted,  and  no  other 
quality  of  a  teacher  should  receive  greater  recogni- 
tion. '  Children  have  more  need  of  models  than  of 
critics.' " 

But  the  most  discouraging  feature  in  the  teacher's 
calling  is  the  disposition  on  the  part  of  so  many 
school  boards  to  change  teachers  every  term.  No 
other  work  or  business,  requiring  skill,  is  subject  to 
so  many  changes.  A  sensible  farmer  having  a  team 
for  which  he  employs  a  driver  is  too  wise  to  change 
drivers  as  often  as  some  school  boards  change 
teachers.  A  man  having  a  flouring-mill,  for  which  he 
employs  a  miller,  is  aware  that  he  cannot  increase  his 


284     GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

custom  by  frequently  changing  millers.  Successful 
merchants,  employ  iuir  a->i>tant  salesmen,  could  not 
be  induced  to  adopt  such  a  system  of  changes  as 
school  board*  have  introduced  iu  the  employment  of 
teachers.  The  teacher  should  certainly  have  as  fair 
a  chance  as  the  teamster,  the  miller,  or  the  i 
chant's  clerk  ;  and  the  school  should  not  lie  required 
to  bear  a  strain  that  would  balk  a  team,  ruin  the 
custom  of  a  mill,  and  Bankrupt  a  merchant. 

IT.  at  the  end  of  the  term,  the  teacher  of  any 
school  is  not  to  lie  retained  for  the  comiiur  term,  it 
is  but  just  to  him  that  he  should  know  this,  so  that 
he  may  look  out  a  situation  some  where  else.  l>ut 
the  laws  of  many  of  the  States  provide  for  the  ap- 
pointment of  t- achers  so  late  iu  the  season,  that, 
durinir  the  summer  months,  110  teacher  can  tell 
whether  or  not  he  will  have  work  for  the  winter. 
Such  laws  encourage  the  teacher  to  keep  om-  eye  on 
tin-  school  and  the  other  on  something  else.  Under 
such  unreasonable  arrangements  many  of  the  most 
c:irne>t  tcachcr>  l>ecome  disheartened  and  abandon 
the  teacher's  calling.  If  these  unwise  enact uicnN 
^ ere  so  amended  that  teachers  might  be  appointed 
early  in  the  seasyn,  say  before  the  beginning  of  the 
summer  vacation,  tli>  of  education  would  PB0J 

on  a  more  solid  ba>is. 

Some  of  the  larger  cities  have  thoroughly  tested 
the  "permanent  appointment  of  teachers,"  and  the 
plan  has  proved  to  be  so  satisfactory  to  all  interested 
parties,  that  its  adoption  in  public  schools  is  likely 


TEACHER'S  SALARY,  AND  TENURE  OF  OFFICE.  285 

to  become  universal.  Hon.  John  Swett,  ex-State 
Superintendent  of  California,  and  ex-city  Superin- 
tendent of  San  Francisco,  says  :  — 

"  It  seems  to  be  assumed  by  the  opponents  of  the 
abolition  of  the  plan  of  electing  teachers  f  for  one 
year  only,'  that  a  change  would  involve  a  life-lease  of 
positions.  This  is  a  fallacy.  In  San  Francisco,  the 
annual  election  of  teachers  was  discontinued  in  1870. 
Since  that  time  teachers  have  been  elected  subject  to 
immediate  removal  at  any  time  for  incompetence,  -or 
for  any  other  good  cause.  During  the  past  two 
years,  at  least  a  dozen  teachers  have  beeen  removed 
for  f  incompetence.'  The  bugbear  of  a  life-lease  of 
office  is  a  rag-baby,  held  up  by  conservatives  that 
cannot  tolerate  the  slightest  departure  from  what  '  has 
been.'  In  San  "Francisco,  with  its  corps  of  seven 
hundred  teachers,  the  plan  is  a  success.  The  Board 
^f  Education  is  a  unit  in  favor  of  it.  The  people  are 
in  favor  of  it.  It  is  no  longer  an  experiment,  but  is 
a  determined  fact." 

Superintendent  Elliott,  of  Boston,  in  a  recent 
communication  to  the  School  Board  of  that  city, 
says :  — 

"  I  am  in  favor  of  electing  teachers,  once  and  for 
all,  to  serve  as  long  as  they  really  do  serve  the 
schools.  It  is  plain  that  the  teacher  will  be  ben- 
efited, that  he  has  anxieties  enough  without  being 
anxious  concerning  his  re-election,  and  that  if  any 
trouble  outside  of  teaching  can  be  spared  him,  its 
removal  will  render  him  better  able  to  meet  tha 


286     GRADUATING    SYSTEM    FOR   COUNTRY   SCHOOLS. 

trouble  inseparable  from  his  personal  duty.  His 
largest  resources,  both  moral  and  intellectual,  are 
burdened  without  adding  a  feather's  weight  of  un- 
certainty about  his  position  or  his  income.  More 
than  all  this,  it  is  only  by  making  him  feel  reason- 
ably sure  of  his  place,  and  for  as  long  as  he  is  able  to 
fill  it,  that  we  encourage  him  to  improve  himself. 
He  wants  time  for  study,  time  for  growth,  and  not 
only  time,  but  inclination,  —  say  ratlin-  de-ire, — 
which  he  can  hardly  feel  if  his  future  is  precarious. 
To  give  him  what  he  needs  is  to  give  his  pupils  what 
they  need,  even  more  than  he.  To  him  lii>  ivap- 
pointment  is  a  ^notion  merely  of  Mandin.i:  or  >up- 
port ;  serious  matter,  to  be  sure,  but  not  the  moxt 
serious  of  all.  To  his  pupils  it  is  a  <jiic.stiou  of  e\- 
ample  and  influence,  of  the  vigor  and  labor  which  he 
stirs  in  them,  of  the  calmness  and  p.itience  which 
they  are  to  see  in  him  if  they  are  to  cultivate  them 
in  themselves;  in  short,  of  the  force  he  is  to  exert 
over  their  natures  in  order  to  do  them  the  good  for 
which  they  have  l>eeu  brought  to  him. 

"  There  is  one  other  consideration  which  seems  to 
be  of  weight  against  a  tenure  limited  by  anything 
short  of  good  behavior.  It  is  that  the  best  teachers, 
or  very  many  of  them,  will  neither  seek  nor  accept 
a  place  involving  re-election.  Thus  men  who  would 
adorn  our  schools  turn  from  them  to  colleges  whose 
professorships,  once  given,  are  not  to  be  given  again  ; 
thus  women,  from  whom  a  public  school  might  draw 
the  very  inspiration  it  requires,  pass  it  by  for  some 


TEACHER'S  SALARY,  AND  TENURE  OF  OFFICE.  287 

private  institution  where  they  feel  they  will  be  pro- 
tected as  well  as  employed.  Such  teachers  are  to  be 
drawn  to  the  schools,  not  by  raising  salaries  or  mul- 
tiplying promises,  but  by  making  appointments  once 
and  for  all.  There  will  be  no  embarrassment  as  to 
their  termination,  when  the  time  to  terminate  them 
comes." 

Hon.  M.  A.  Newell,  State  Superintendent  of  Mary- 
land, in  an  article  published  in  the  "Maryland  School 
Journal,"  says  :  — 

"The  system  of  annual  engagements  (where  there 
is  the  power  of  dismissal  at  thirty  days'  notice)  is  a 
useless  labor  on  the  part  of  the  employers,  and  har- 
assing, humiliating,  and  demoralizing  to  the  em- 
ployes." 

I  present,  in  conclusion,  the  following  extract 
from  an  editorial  in  the  "  National  Journal  of  Educa- 
tion," Boston  :  — 

"  So  long  as  the  teacher  remains  loyal  to  duty, 
faithful  in  service,  and  capable  of  exercising  the 
functions  of  a  discreet  instructor  of  youth,  he  should 
be  retained  in  the  public  service  permanently.  In 
demanding  such  protection  for  the  teacher,  we  do 
not  ask  for  exemption  from  the  liability  to  be  re- 
moved by  the  people.  On  the  other  hand,  the  rule 
of  permanency  makes  the  teacher  constantly  liable. 
Under  the  annual  election  system,  the  teacher  is 
subjected  to  a  vote  of  public  approval  once  a  year, 
and  having  secured  an  appointment,  is  safe  for  a 
twelvemonth,  crimes  and  casualties  excepted.  Un- 


MALES. 

A    Diayram,   showing   the    Average 
Monthly   Pay    of    Teachers, 
M<i!>  .s  and  Females,  in 
Hie  several  States. 


FEMALES. 


L..fT200.  Vvomlnfc 

L...«7l  oo.  Di.inclot  OilumMft 
_.!£!_  L,  .ffoi».  C.hfornn. 


<M.  New  J,rty. 
6.00.  Conrecncut. 

S^.-nO.  Oteenn.  I...ui»un».  Ktnfucky. 


.. 
injn  Illinois.  Ntbrukl.  Feniiiylvinii,  W  Vlrjldll. 

«o.'oo  Kan»«.'  Mi»~.ari.  >!.  Caroli.,*.  W..K.  Terr. 


Vlrt»nl«. 

-^ 


523.00.  Minn.-s-.la. 
127.110  Michigan.  Soulh  Clrol 
.$20.00  Choct«\M.  >•-•--   « 
,..{5.>.oo.  New  H 


290      GRADUATING   SYSTEM   FOE   COUNTRY   SCHOOLS. 

der  the  tenure-of-office  principle,  as  we  hold -it,  the 
teacher  is  constantly  subject  to  the  law  of  fitness  and 
its  recognition ;  and  the  easy  rule  of  such  a  law  in 
service  is  not  a  yoke  of  bondage,  but  one  of  the 
most  perfect  freedom.  Should  occasion  arise,  the 
incumbent  may  be  removed  at  any  time,  while,  under 
the  annual  election  principle,  the  teacher  is  master  of 
the  situation  so  long  as  the  contract  holds.  As  to 
precedents,  the  authorities  of  Germany,  France,  and 
England  all  favor  the  idea  of  permanency  founded 
on  good  service." 


LECTURE  XXIV. 

FREE   TEXT-BOOKS   IN    FREE    SCHOOLS. 

SEVERAL  cities  and  some  of  the  States  are  trying 
the  experiment  of  furnishing  free  text-books  in  free 
schools.  General  Eaton,  commissioner  of  the  National 
Bureau  of  Education,  in  his  last  report,  gives  a  brief 
account  of  this  movement,  which  I  here  present :  — 

"  From  a  desire  to  extend  to  every  child  the  full 
advantages  of  public  instruction,  the  laws  of  thirteen 
of  our  States  make  provision  for  supplying  indigent 
pupils  with  the  needful  text-books  free  of  charge. 
These  books  are  understood  to  be  held  by  the  chil- 
dren as  a  loan,  to  be  returned  in  the  best  condition 
possible  to  the  school  boards  after  use,  and  to  be 
passed  on  from  session  to  session,  and  from  child  to 
child.  The  benefits  derived  from  this  arrangement 
have  been  so  many  and  so  various  as  to  give  rise  to 
considerable  discussion  of  the  question  whether  the 
system  of  a  free  supply  of  books  by  school  boards 
would  not  better  be  made  universal,  instead  of  par- 
tial and  discriminating,  as  it  is. 

"  The  advocates  of  a  system  of  free  supply  urge  in 
favor  of  it  that  it  saves  expense,  the  books  being  pur- 
chased at  wholesale  ;  that  it  saves  time,  enough  books 


292       GRADUATING   SYSTEM   FOll  COUNTRY    BCHOOL8. 

for  every  scholar  being  thus  available  at  the  opening 
of  each  term  ;  that  it  secures  for  a  district  a  de-irable 
uniformity  of  text-books,  making  the  work  of  teach- 
ers greatly  easier  and  more  effective  than  in  other 
cases;  that  it  thus  promotes  better  classification  of 
pupils,  so  that  more  time  can  be  given  to  each  da  —  : 
that  it  increases  the  attendance  on  the  schools;  and, 
finally,  that  it  prevents  expense  and  annoyance  when 
a  pupil  goes  from  one  district  to  another. 

"  In  view  of  these  advantages,  our  two  larirest  cit- 
ies, New  York  and  Philadelphia,  have,  for  a  lonjjf  time, 
furnished  free  books  ;  and  smaller  cities,  such  as  Hath 
and  Lewiston  in  Maine,  Fall  River  in  Ma»achu>ctt-. 
Newark  and  Pater>ou  in  New  Jersey,  have  followed 
their  example,  with  the  happiest  result>.  F..iir  of 
the  States,  too,  now  explicitly  provide  for  allowing 
the  system  of  free  supply.  Maine,  Masqat -liu- 
aud  Wi.M-ousin  leave  the  matter  to  be  decided  by  dis- 
trict or  town  meetings  and  city  councils  and  the  local 
school  boards  ;  and  New  York  authori/.e>  city  boards 
to  furnish  books  to  pupils  out  of  any  money  provided 
for  the  purpose.  In  most  of  the  remaining  Stat«-> 
the  laws  are  silent  on  this  point,  except,  as  before 
mentioned,  where  a  supply  for  poor  pupils  is  allowed. 
But  in  California,  Iowa,  Michigan,  New  Jersey,  and 
Pennsylvania  the  State  superintendent s  express  them- 
selves as  decidedly  in  favor  of  furnishing  free  all  the 
books  needed.  Superintendent  Can1,  of  California, 
further  ventures  the  opinion  that  in  the  silence  «  f  the 
law  there  is  no  obstacle  in  the  way  of  the  adoption 


FREE  TEXT-BOOKS  TN  FREE  SCHOOLS.     293 

by  any  district  of  the  free  plan;  and  probably,  in 
almost  any  State,  districts  would  be  allowed  to  de- 
cide the  matter  for  themselves,  provided  that  proper 
notice  be  given  beforehand  to  the  people  of  the 
intention  to  discuss  and  determine  the  question  at  a 
specified  time." 

State  Superintendent  E.  A.  Apgar,  of  New  Jersey, 
after  thoroughly  testing  the  system  of  furnishing  text- 
books by  district  taxation,  in  his  annual  report  of 
1877,  gives  the  following  reasons  in  favor  of  the 
plan :  — 

"  First.  The  largest  discount  can  be  secured. 
Parents  pay  fifty  per  cent  more  for  the  books  they 
purchase  than  the  district  would  be  obliged  to  give. 

"  Second.  The  books,  when  owned  by  the  dis- 
trict, continue  in  use  until  they  are  worn  out  They 
pass  from  class  to  class.  There  is  a  very  great  sav- 
ing in  this.  A  single  child,  or  the  children  of  a 
family,  seldom  wear  a  book  out.  Every  parent 
knows  how  frequently  he  is  obliged  to  purchase  new 
books,  to  take  the  place  of  others  still  in  a  good  or 
fair  condition,  which  his  children  have  finished. 

"  Third.  Changes  in  school  books  are  too  fre- 
quent. These  changes  are  too  often  made  at  the 
request  of  the  teacher,  who,  upon  entering  a  new 
school,  finds  the  books  used  are  not  those  he  is  most 
familiar  with,  and  others  he  is  most  accustomed  to 
are  recommended.  If  the  district  furnishes  the 
books,  the  teacher  has  not  the  same  opportunity  to 
secure  changes,  and  they  will,  therefore,  be  less  fre- 


294       GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

quent.  These  changes  are  not  necessary.  A  good 
teacher  will  do  as  good  work  with  one  series  of 
books  as  with  another.  More  depends  upon  who  is 
behind  the  book,  than  what  is  in  it. 

"Fourth.  The  most  important  saving  is  in  the 
time  of  the  children.  If  the  di>tru-t  owns  the  books, 
a  child,  upon  entering  school,  is  assigned  his  place 
in  his  classes,  and  furnished  with  all  the  books  he 
needs,  without  delay.  He  at  once  enters  upon  his 
work.  Where  this  is  not  the  case,  the  teacher  first 
ascertains  what  hooks  the  child  requires;  he  sends 
the  list  to  the  parent.  Then  there  is  more  or  less 
delay  in  purchasing  the  books.  Several  days  may 
elap>e  before  the  father  becomes  entirely  satisfied 
that  the  books  arc  actually  required  ;  then  he  finds 
they  cannot  be  had  in  the  district  store,  and  the 
child  must  wait  until  some  business  necessitates  a 
visit  to  the  eit y.  Thus  the  child  is  unable  to  take 
his  proper  place  in  his  classes,  and  valuable  time  is 
lost.M 

State  Superintendent  J.  P.  Wickersham,  of  Penn- 
sylvania, in  his  annual  report  to  the  Legislature,  in 
1878,  renews  his  former  recommendation  of  free 
text-books,  as  follows :  — 

"Boards  of  school  directors  are  required  to  adopt 
hooks  for  the  schools  under  their  care,  and  to  see 
that  these  and  no  others  are  used.  But  then 
sonic  doubt  as  to  whether  the  law  now  authorizes 
them  to  furnish  text-books  to  the  pupils  without 
charge,  as  they  furnish  globes,  maps,  charts,  and  die- 


FREE   TEXT-BOOKS   IN   FREE   SCHOOLS.  295 

tionaries.  The  plan  of  free  text-books  has  so  many 
advantages,  and  has  worked  so  well  wherever  fairly 
tried,  that  I  have  no  hesitation  in  asking  the  Legis- 
lature to  remove  .whatever  uncertainty  there  may  be 
with  reference  to  the  power  of  school  boards  in  the 
premises." 

The  system  of  free  text-books  may  be  liable  to 
some  abuses,  but  it  certainly  has  many  advantages. 
The  subject  should  be  fully  and  fairly  discussed  in 
State  and  county  institutes,  and  in  the  public  papers, 
so  that  the  people  may  understand  it  and  decide  for 
themselves. 


LECTURE  XXV. 

METHODS   FOR  SECURING  ATTENDANCE. 

How  to  have  a  complete  attendance  upon  public 
schools  is  a  problem  yet  unsolved  by  the  American 
people.  After  experimenting  for  more  than  a  cen- 
tury upon  this  <jiie-tion,  we  have,  now,  an  average 
attendance  of  but  little  more  than  one  third  of  the 
>ehool  population  of  the  States  and  Territories. 

No  other  obstacle  >o  formidable  as  non-attendance 
stands  in  the  way  of  educating  the  masses.  It  is 
e\  ideiit  to  every  one,  that  universal  education  is 
attainable  only  by  universal  attendance.  How  t 
manage  the  lUMQei  that  all  children  may  IKJ  brought 
into  school  is,  perhaps,  the  highest  problem  of  the 
present  a  ire. 

Compulsory  laws  luive  been  enacted  in  several 
States,  and  wherever  they  have  l>een  enforced  the 
attendance  has  increased.  This  enl'oreenient,  how- 
ever, has  been  confined  almost  entirely  to  cities  and 
towns.  There  has  been  very  little  disposition  to 
carry  out  compulsion  in  country  districts.  In  some 
of  the  States  where,  compulsory  laws  were  enacted 
years  ago,  no  attempt  has  ever  been  made  to  onfoivc 


METHODS    FOR   SECURING   ATTENDANCE.  21)7 

them,  either  in  town  or  country,  and  if  not  repealed, 
they  remain  as  dead  letters  upon  statute-books.  If 
we  may  judge  the  future  by  the  past,  it  is  unwise  to 
depend  upon  compulsory  laws  for  securing  a  full  at- 
tendance in  country  schools.  I  may  further  say  that 
if  we  can,  by  pleasurable  methods,  bring  pupils  into 
school,  it  is  far  better  than  to  compel  them  to  corne. 
The  most  sensible  plan  for  securing  attendance 
that  has  yet  been  tried  in  country  schools,  is  that 
which  makes  the  teacher  personally  interested  in  the 
per  cent  of  attendance.  The  two  principal  methods 
for  accomplishing  this  end  are  here  presented  : 

1.  Let  the  amount  of  the  teacher's  monthly  sal- 
ary depend,  in  some  degree,  upon  the  average  per 
cent  of  attendance. 

2.  Let  the  teacher's  tenure  of  office  depend,  in 
some  degree,  upon  a  reasonable  per  cent  of  attend- 
ance. 

The  first  method  will  increase  the  salaries  of  live 
teachers  and  diminish  the  salaries  of  dead  ones.  The 
second  method  will  retain  live  teachers  and  dismiss 
dead  ones.  Both  methods  should  be  made  a  part  of 
the  school  law  of  every  State.  This  plan  makes  the 
teacher  the  paid  agent  for  bringing  pupils  into  school. 
It  is  cheaper  and  more  pleasurable  than  compulsion, 
and  is  near  akin  to  the  laws  which  govern  men  in 
business  and  in  the  professions. 

The  merchant's  clerk  commands  a  salary,  great  or 
small,  in  proportion  to  his  ability  to  win  and  retain 
custom.  The  fees  of  the  attorney  and  the  physician 


298      GRADUATING    BT8TE1I    YOU   COUNTRY   SCHOOLS. 

depend  largely  upon  the  number  of  their  clients  and 
patients.  Tin1  salary  of  the  Christian  minister  is 
somewhat  dependent  upon  his  ability  to  command  a 
good  co ngreg:  1 1  i  <  >  1 1 . 

The  active  teacher  who  can  secure  an  average  at- 
tendance of  seventy-five  or  eighty  per  cent  of  all 
who  are  entitled  to  attend  his  school  is,  all  else  be- 
ing ecjual,  worth  twice  as  much  as  the  teacher  who 
sits  down  satisfied  with  an  attendance  of  thirty  or 
forty  per  cent.  As  a  rule,  to  which  there  may  be 
some  exceptions,  the  attendance  upon  a  school  is  a 
fair  index  to  the  Duality  of  its  in-ide  work.  If  the 
per  cent  of  attendance  is  low,  there  is  generally  a 
lack  of  inierot  in  the  work  of  the  school. 

Whether  the  p«>ition  and  pay  of  the  teacher  are 
made  to  depend  upon  attendance  or  not,  the  work  of 
securing  a  full  attendance  in  each  school  must,  in 
many  places.  l»e  done  mainly  by  the  teacher,  or  it 
will  not  l>c  done  at  all.  In  order  to  aid  teachers  in 
the  work  of  increasing  attendance,  I  offer  some  sug- 
gestions founded  on  the  customs  of  political  parties 
and  religious  denominations.  Let  us  take  a  case  for 
the  sake  of  illustration. 

Here  is  a  district  or  township  containing  half  a 
dozen  country  school-houses,  and  the  teachers  for 
these  >cveral  schools  have  just  received  their  ap- 
pointments. It  is  evident  that  the  highest  SUCCCSS 
in  each  school  cannot  be  reached  unlos  all  who  are 
entitled  to  attend  can  be  present  at  the  b.  ginning  of 
the  term.  Now  let  these  teachers  learn  wisdom 


METHODS    FOR   SECURING   ATTENDANCE.  299 

from  politicians ;  let  them  take  the  same  pains  to 
bring  pupils  into  their  schools  that  politicians  take  to 
bring  people  to  the  polls,  and  then  see  what  the  re- 
sult will  be. 

Let  us  look  at  the  methods  which  politicians  use 
in  securing  a  full  attendance  at  the  polls,  and  see  if 
the  same  methods  will  not  secure  a  full  attendance  in 
the  schools.  What  methods  do  politicians  use  for 
this  purpose  ?  I  answer,  — 

1 .  They  list  all  the  names  and  see  all  the  "  doubt- 
ful ones." 

2.  They  hold  mass  meetings,  have  banners  and 
music,  make  earnest  speeches,  create  emulation,  and 
circulate  papers.     They  spare  no  pains  in  trying  to 
convince  people  that  the  success  of  their  cause  is  es- 
sential to  public  prosperity. 

Now  if  the  teachers  of  the  district  or  township, 
directed  by  the  county  superintendent  or  commis- 
sioner, will  spend  one  week,  before  the  school  term 
begins,  working  as  earnestly,  skilfully,  and  harmo- 
niously as  politicians  of  the  same  party  work,  they 
will  find  a  full  attendance  on  the  first  day  of  the 
term.  But  as  schools  are  not  like  elections,  which 
last  for  one  day  only,  teachers  cannot,  like  politi- 
cians, cease  their  public  efforts  after  securing  one 
day's  full  attendance.  They  should,  therefore,  adopt 
the  custom  of  the  churches,  and  hold  public  meetings 
at  stated  periods.  No  religious  or  moral  enterprise 
will  long  retain  its  interest  without  holding  meetings 
at  stated  periods. 


300      GRADUATING   SYSTEM    FOR   COUNTRY   SCHOOLS. 

Our  educational  work  in  the  country  provides  for  a 
great  many  meetings,  but  most  of  them  are  "  teach- 
ers' meetings."  We  need  more  educational  mass 
meetings,  in  which  the  people  may  take  part. 

In  order  to  have  a  full  attendance  on  the  first  day 
of  the  term,  some  teachers  adopt  the  plan  of  offer- 
ing, beforehand,  a  reward  to  all  who  in -iy  be  pre-nit 
on  that  day.  This  plan*  though  a  good  one,  offers 
no  inducements  to  pupils  after  the  tii-t  « lay  of  the 
school  term.  A  >lill  better  method  —  one  that  ]\i\< 
worked  with  admirable  success  wherever  tried  —  is, 
for  the  teacher  to  offer,  before  school  begins,  a 
han«l>onic  diploma  of  honor,  to  be  presented,  at  the 
end  of  the  term,  to  each  pupil  who  may  be  entitled 
to  it.  I  present  hero  a  miniature  form  of  this  di- 
ploma. 


METHODS    FOR   SECURING    ATTENDANCE. 


301 


;    .^. _..__,..;_ '  '.'c?.       • 


302     GRADUATING    SYSTEM    FOR   COUNTRY    S(  I! 

It  will  be  observed  that  this  diploma  requires  not 
only  regular  attendance,  but  good  deportment  and 
good  recitations.  The  effect  of  this  plan  upon  the 
attendance,  conduct,  and  diligence  of  pupils  can  be 
realized  only  by  those  who  have  tried  it.  • 

But  the  most  successful  method  for  securing  a  full 
attendance  upon  the  schools  of  any  county  in  any 
State  is  a  system  of  beautiful  banners.  This  sys- 
tem embraces  a  county  banner  and  a  banner  for  earh 
township  or  magisterial  district.  The  county  banner 
is  publicly  presented,  at  the  end  of  the  school  year, 
by  the  county  superintendent  or  commissioner,  to 
the  township  having  the  highest  per  cent  of  atlend- 
an«-e  for  the  past  year,  and  the  name  of  the  town- 
ship, and  the  year  in  which  the  banner  is  presented, 
are  inscribed  upon  it.  Hut  this  banner  is  presented 
with  the  understanding  that  if  at  the  end  of  the  n«  \t 
year  the  township  holding  it  should  not  show  the 
highest  per  cent  of  attendance  of  all  the  town-hips 
in  the  county,  then  the  banner  shall  be  surrendered 
and  presented  to  the  township  having  the  highest 
per  cent,  and  the  name  of  the  town.-hip  receiving  it, 
and  the  year  in  which  the  banner  is  surrendered  and 
presented,  shall  IK-  inscribed  underneath  the  name  of 
the  township  which  surrenders  it.  Should  any  town- 
ship obtain  this  banner  a  second  time,  the  year  of  its 
•  nd  presentation  may  be  inscribed  opposite  the 
former  inscription. 

Kach  town>hip  banner  is  publicly  presented,  at  the 
end  of  the  school  year,  to  the  school  in  its  township 


METHODS    FOR    SECURING    ATTENDANCE .          303 

having  the  highest  per  cent  of  attendance  for  the  past 
year,  and  the  name  of  the  school,  and  the  year  in 
which  the  banner  is  presented,  are  inscribed  thereon. 

Each  township  banner  is  held  and  surrendered 
upon  the  same  conditions  as  the  county  banner. 

The  county  banner,  in  the  course  of  time,  may  be 
obtained  and  surrendered  by  every  township  in  the 
county ;  and  each  township  banner,  in  the  course  of 
time,  may  be  won  and  lost  by  every  school  in  its 
township.  These  changes,  however,  will  be  made 
only  through  mighty  struggles,  some  striving  to  hold 
and  others  to-  obtain  the  banner.  .Parents,  pupils, 
and  teachers  will  voluntarily  become  recruiting 
agents  to  bring  absentees  into  school. 

This  system  of  school  banners  should  be  extended 
so  as  to  create  an  emulation  between  the  several 
counties  of  a  State,  and  between  the  several  States 
of  the  Union. 

A  beautiful  banner,  suitably  inscribed,  seems  to  be 
Nature's  choice  method  for  creating  a  high  degree  of 
interest.  Every  nation  under  the  sun  has  its  ensign, 
which  it  keeps  before  its  subjects,  whether  they  are 
on  land  or  sea.  No  great  political  party,  in  any 
country,  could  be  induced  to  dispense  with  banners 
in  its  mass  meetings  and  marches.  Great  armies, 
mixing  in  fierce  encounter  ,  are  cheered  when, 
amidst  the  smoke  of  battle,  they  even  get  a  glimpse 
of  the  flag  of  their  country. 

Late  experiments  have  proven  that  the  banner  is  as 
essential,  and  may  be  made  as  powerful  in  the  edu- 


304      GRADUATING   SYSTEM  FOR  COUNTRY   SCHOOLS. 


cational  work,  as  it  is  in  an  army,  a  political  party, 
or  a  nation.  Its  influence  may  be  easily  tested  in  a 
single  township,  county,  or  State. 

As  this  system  of  school  banners  for  securing 
attendance  is  a  new  plan,  a  brief  account  of  it* 
origin  may  not  be  inappropriate.  While  superin- 
tendent of  the  schools  of  Mononiralia  County,  \\Y-t 
Virginia,  I  introduced  several  new  methods  for 
securing  attendance.  Early  in  January,  1878,  I  of- 
fered a  beautiful  banner,  suitably  inscril>c<l.  to  be 
presented  to  the  district  (township)  that  would 
produce  the  highest  average  per  cent  of  attendance 
of  its  entire  school  population  for  the  year  ending 
Aug.  31.  In  order  to  show  the  inscription,  I 
present  here  a  representation  of  both  sides  of  this 
banner. 


Free  School  By«t*ml 
UbUjhedlnWert 


nU<n 


Graduating  System  nr«t 
introduced    la    Pri- 
mary School*  of 

KM 


joncalla 
County. 
187«. 


Alumni 


Banner  System  Adopted 
in  1878. 


4  SCHOOL  DISTRICT  )> 


Tb*  Hlchect  Percent  of 
Att 


COUNTY  SCHOOL  BANNER. 


METHODS   FOR    SECURING   ATTENDANCE.  305 

I  carried  this  banner  wherever  I  went  in  niy  work 
of  visiting  schools,  and  placed  it  on  exhibition  in  the 
educational  mass  meetings  which  were  held  each 
evening.  Many  parents  who  had  never  before  taken 
an  interest  in  education,  commenced  sending  their 
children  to  school,  and  urging  others  to  send,  as  they 
said,  "  for  the  purpose  of  obtaining  the  county  ban- 
ner." Several  teachers  said  to  me,  "If  we  had  only 
known  of  this  plan  beforehand,  we  would  have  had 
all  our  pupils  in  school  on  the  first  day  of  the  term." 

Finding  that  the  county  banner  was  working  so 
admirably,  I  offered  seven  district  .banners,  one  to 
each  of  the  seven  country  districts  of  the  county, 
each  banner  to  be  presented  to  the  school  in  its  dis- 
trict that  would  produce  the  highest  average  per 
cent  of  attendance.  These  banners  were  all  to  be 
presented  with  the  understanding,  and  to  be  held 
upon  the  conditions  already  stated.  The  influence 
of  these  district  banners  was  like  local  elections  in  a 
State  campaign,  — stirring  every  nook  and  corner  of 
each  community  in  the  county. 

In  order  to  show  how  carefully  tjiis  banner  system 
was  carried  out  in  the  county,  I  present  the  follow- 
ing extract  from  the  published  report  of  the  presi- 
dents of  the  several  school  boards  of  the  county, 
made  at  their  annual  meeting  held  at  the  court- 
house. 

"  MORGANTOWN,    WEST     VA., 

June  24th,  1878. 

"  At  a  meeting  of  the  county  banner  committee  of 
the  free  schools  of  Monongalia  County,  to  ascertain 


306      GRADUATING    SYSTEM    FOR   COUNTRY    SCHOOLS. 

the  per  cent  of  attendance  attained  by  the  several 
districts  of  said  county,  we,  the  undersigned  com- 
mittee, find,  from  the  reports  of  the  district  commit- 
tees, the  average  to  be  as  follows :  — 

"Clinton  district,  >\\ty  per  cent  of  attendance ; 
Morgan  district,  fifty-three  per  cent  of  attendance; 
Union  district,  sixty-si -v«  n  per  cent  of  attendance  : 
Grant  district,  sixty-one  per  cent  of  attendance; 
Cass  district,  .sixty-one  j>er  cent  of  attendance  ;  Bat- 
telle  district,  sixty-one  per  cent  of  attendance;  Clay 
district,  tifty-ti\e  per  cent  of  attendance. 

"  \Ve,  therefore,  award  the  county  l»aTiner  to 
Union  district,  to  be  held  one  year,  or  till  it  shall  be 
lied  by  some  other  district. 

"  \\  «•  find,  ft'to,  from  the  reports  of  the  district 
committees,  that  the  following  schools  are  entitled  to 
district  banners  for  the  ensuing  year  :  — 

'  r.attelle  district,  We-t  \Varren  school,  J.  Milton 
Shriver,  teacher,  —  eighty  per  cent. 

"Cass  district,  Jimtown  school,  D.  Weidman, 
teacher,  —  seventy-three  per  cent. 

"Clay  district*  Me(  'nrdy>\  ille  school,  Otis  W. 
Watei-x,  tea.  her,  —  seventy-five  per  cent. 

"  Clinton  district,  Martin's  school,  Win.  J.  King, 
teacher,  —  eighty  per  cent 

"  Grant  district,  Stewart's  Run  school,  A.  J.  Ar- 
nett,  teacher,  —  eighty-six  percent. 

"Morgan  district,  Chestnut  Ridge  school,  John  D. 
Clans,  teacher,  —  sixty-nine  per  cent. 

"Union  district,  Pleasant  Hill  school,  Adis  Zear- 
ley,  teacher,  —  seventy-two  per  cent. 


METHODS    FOR   SECURING    ATTENDANCE.      307 

w  We  find,  further,  that  the  average  per  cent  of  at- 
tendance in  the  county  is  about  sixty  per  cent. 
(Signed) 

"JAMES  S.WATSON, 
S.  H.  SHRIVER, 
JAMES  HARE, 
A.  W.  BROWN, 
COLEMAN  VANDERVORT, 

Committee." 

In  the  autumn  of  1878,  before  the  schools  were 
opened,  many  of  our  teachers  visited  their  patrons 
and  obtained  promises  that  they  would  send  their 
children  promptly.  Several  of  our  schools  had  a 
full  attendance  on  the  first  day  of  the  term ;  and  the 
efforts  of  each  district  to  merit  the  county  banner, 
and  of  each  school  to  merit  its  district  banner,  were 
even  greater  than  the  previous  winter.  In  some 
parts  of  the  county,  clothing  and  books  were  quietly 
provided  for  poor  children,  and  they  were  brought 
into  school  for  the  purpose  of  increasing  the  attend- 
ance. 

At  the  end  of  the  school  year  the  county  banner 
was  again  awarded  to  the  district  that  had  he'd  it  the 
previous  year;  two  district  banners  were  retained 
by  the  schools  that  already  held  them,  and  all  the 
other  banners  changed  places.  We  had  expected 
to  reach,  that  year,  an  average  attendance  of  seventy- 
five  per  cent,  but  "  mumps "  and  "  measles  "  pre- 
'  vailed,  during  the  school  term,  to  such  an  extent, 
that  our  attendance  was  but  little  over  sixty  per 


308     GRADUATING    SYSTEM    FOR   COUNTRY   SCHOOLS. 

cent.  This,  however,  is  about  as  high  an  average 
attendance  as  a  country  district,  where  the  school 
population  embraces  nil  airos,  from  six  to  twenty-one, 
c:iu  reasonably  be  expected  to  reach.  It  is  folly  to 
say,  as  some  have  said,  that  our  schools  arc  a  failure 
unless  we  have  an  attendance  of  one  hundred  per 
cent  of  the  entire  school  population.  Many  per- 
sons who  arc  <-nt  it  led  to  attend  school  have  already 
completed  the  common  branches,  some  are  sick  or 
distant,  some  are  learning  trades  or  working  oil 
fauns,  some  are  doing  hou>e\vork,  and  some  are 
married. 

It  is  the  duty  of  the  friend-  of  popular  education 
to  sec  that  all  youn<:  people  obtain,  at  the  very  least, 
a  fair  knouled^e  of  the  common  branches.  In  order 
to  accomplish  this, we  should  adopt  the  best  method^ 
for  8ecuiii)Lr  attendance. 

The  newspaper  may  be  made  a  powerful  agent  for 
increasing  the  .  ttendancc  upon  our  public  schools. 
If  in  this  work  we  can  create  an  emulation  among 
the  M  \cral  s<linol>  of  each  town>hip.  annuiir  the 
several  townships  of  each  county,  among  the  sev- 
eral count  iis  of  each  State,  and  amonir  the  several 
States  of  the  Union,  and  then  use  the  newspaper 
to  promptly  inak--  known  the  iv-idi-.  as  we  do  in 
matters  pertaining  to  elections,  we  will  greatly  in- 
crease the  interest  of  the  people  in  the  work  of  se- 
curing attendance.  Our  school  statistic^  lack  fresh- 
ness, because  they  come  so  late. 

The  National  Bureau  of  Education  furnishes  much 


METHODS    FOR    SECURING    ATTENDANCE  309 

valuable  information,  but  it  comes  one  or  two  years 
after  the  time  we  ought  to  have  it.  The  delay  is, 
however,  not  the  fault  of  the  Cmmissioner  of  Edu- 
cation, but  want  of  facilities.  I  present  an  interest- 
ing diagram  from  his  last  report.  This  diagram, 
which  shows  the  relation  of  enrolment  and  average 
attendance  to  the  school  population  of  the  United 
States,  ought  to  be  presented  in  every  newspaper  in 
the  land.  A  like  diagram  could  be  made  to  show 
the  attendance  of  the  several  counties  in  a  State,  or 
the  several  townships  in  a  county. 

The  following  explanation  of  this  diagram  is  from 
the  "  New  England  Journal  of  Education,"  Boston  :  — 

<f  AVERAGE  ATTENDANCE.— The  percentage  of  daily 
average  attendance  is  here  based  on  the  total  shcool 
population  of  each  State,  as  given  in  the  State  cen- 
sus, and  is  subject  to  the  same  variable  element  as 
appears  in  the  total  enrolment  table.  Another  va- 
riable element  appears  in  addition,  —  the  differing 
lengths  of  the  school  year  in  the  general  States. 
No  two  are  alike.  The  school  year  varies  from 
sixty  days,  the  minimum,  in  North  and  South  Caro- 
lina and  Missouri,  to  one  hundred  and  eighty-eight 
days,  the  maximum,  in  the  District  of  Columbia. 
The  percentage  of  daily  average  attendance  is  not 
given  in  the  States  of  Arkansas,  Delaware,  Minne- 
sota, South  Carolina,  Texas,  and  Wisconsin,  and  in 
the  Territories  of  Dakota,  Idaho,  Montana,  New 
Mexico,  Washington,  and  Wyoming 

"  ENROLMENT.  —  The   central    column    represents 


AVERAGE  ATTENDANCE. 
A  Diagram,  showing  the  Relation  of 
Enrolment  and  Average  Attend- 
ance to  School  Population  in 
the  teveral  State*. 


ENROLMENT. 


.Montana,  ti 
..New  Hampshire,  93. 


...Oregon,  JO. 


Connecticut,  87. 
".Texas,  88. 


..Vermont,  78. 

..Michigan,  Pennsylvania,  74. 
..Iowa,  California,  74. 

,  ..Indiana,  72. 
..Maine,  71. 
,  ..Illinois,  Ohio.  70. 


TTfinsns    Minnesota  68. 

.TDelaware,  District  of  Colombia,  West  Vb-glnla,  01. 

Coloraao,  Nevada.  New  York,  65. 
Utah,  64. 

..Nebraska.  New  Jenwy.  83. 
..Wisconsin.  61. 


.Maryland.  Missouri.  54, 

.Tennessee,  51. 

MlssLsiprii,  NoHh  Carolina,  49 
-     tucky,  48. 


.Virginia.  •Washington  Territory,  Q. 


312     GRADUATING    SYSTEM   FOR   COUNTRY    SCHOOLS. 

the  total  school  population  of  each  State,  and  is  di- 
vided into  one  hundred  parts  The  census  of  the 
school  population  varies  in  the  several  States,  afford- 
ing seventeen  different  standards  of  school  age.  In 
the  longest  the  age  extends  from  the  fourth  to  the 
twenty-first  year,  covering  seventeen  years;  the 
shortest  extends  from  eight  to  fourteen  years,  cover- 
ing a  period  of  six  years.  The  liirures  <>n  the  right 
show  the  percental''*1  <>{'  the  school  population  of  each 
State  that  is  enrol  led  in  the  >ch«ioU  Arkansas  has 
only  sixteen  per  cent  of  her  school  population  en- 
rolled, Imt  the  school  aire  is  from  six  to  twenty-one 
years.  Massachusetts  has  one  hundred  and  four  per 
oral  in  enrolment,  while  her  school  aire  is  from  five 
to  eighteen  years  Persons  usitur  this  tahle  must 
bear  in  mind  this  important  fact  of  the  variable 
school  age  of  the  school  population  of  each  State." 


LECTURE  XXVI. 

FIRST   LESSONS    IN   THE    COMMON   BRANCHES. 

IN  this  age  of  steam  and  lightning,  while  railroad 
and  telegraph  companies  are  extending  their  lines, 
and  farmers  and  mechanics  are  introducing  improved 
implements  and  machinery  for  the  purpose  of  accom- 
plishing more  work  in  le>s  time,  progressive  teach- 
ers are  introducing  improved  educational  methods 
for  a  like  purpose.  It  was  once  the  custom  in  coun- 
try schools  for  the  teacher  to  hear  each  pupil  recite 
singly.  It  is  now  evident  to  every  one,  that  under 
the  present  plan  of  placing  all  pupils  of  like  grade 
in  the  same  class,  the  teacher's  ability  to  hear  recita- 
tions, and  his  opportunity  to  throw  light  upon  lessons, 
are  infinitely  greater  than  under  the  former  method. 
Country  teachers,  in  former  times,  were  unanimous  in 
the  opinion  that  children  should  learn  all  the  letters 
before  beginning  to  spell,  that  they  should  become 
good  spellers  before  attempting  to  read,  and  that 
they  should  be  able  to  read- well  before  undertaking 
to  write.  Progressive  teachers  of  the  present  day 
have  proven,  however,  that  all  these  branches  may, 
with  profit,  be  taken  up  and  studied  together. 


314      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

Paradoxical  as  it  may  appear  to  those  who  have 
not  thought  upon  this  subject,  if  we  will  but  take 
the  hints  which  nature  gives  us  we  will  see  that  chil- 
dren should  begin  to  read  before  they  begin  to  spell, 
and  they  should  begin  to  learn  words  before  they  be- 
gin to  learn  letters.  For  proof  of  this  declaration 
we  have  but  to  look  at  the  method  by  which  the 
child  learns  the  names  of  its  playthings,  and  all  their 
parts.  Take,  as  an  illustration,  a  toy-wagon.  We 
find  that  the  child  l<-arn-  !ir-:  the  name,  —  iragon, 

—  and  it-   086;   then  the  names  of  \\<  principal  part-, 

—  wheel.-.  Led.  tongue,  axles,  spokes,  hubs,  linch- 
pin-.  <•!<•.      An<l   notwithstanding  the    fact    that    the 
primary  school  ha*  attempted    to   re\cr-e    this    order 
of  nature   by  requiring  the   pupil    to   learn    first  the 
names  of  the  several  part >,  the  mature  man  adopts, 
in  his  practice,  tlir  methods  of  infancy.     Take,  as  an 
example,  a  man  who  wishes  to  gain  a  clear   knowl- 
edge of  a  steam-engine ;  ho  studies  lii-t  the  engine 
as  a  whole,  then  the  several  parts. 

In  order  to  test  the  practicability  of  the  old-time 
school  method,  let  us  try  it  in  teaching  a  child  the 
names  of  the  several  par:-  ,,f  it-  toy-wairon.  Let 
us  take  the  wagon  to  pieces  and  show  the  child  the 
separate  parts,  and  require  it  to  learn  their  names  be- 
fore ii  sees  their  use,  and  before  it  has  any  concep- 
tion of  their  combined  beauty.  It  is  evident  that 
this  process  would  be  slow  and  laborious  ;  while  un- 
der the  child's  own  method  it  soon  learns  all  these, 
and  we  can  scarcely  tell  how  or  when  it  learns  them. 


FIRST   LESSONS    IN   THE   COMMON    BRANCHES.     315 

If  we  try  the  school  method  on  the  mature  man,  and 
undertake  to  give  him  a  clear  understanding  of  all 
the  parts  of  a  steam-engine,  the  plan  will  prove 
equally  unsatisfactory. 

For  some  time  past  the  freshest  writers  and  the 
foremost  thinkers  connected  with  primary  education 
have  been  urging  the  universal  adoption  of  the 
"  child's  method  "  in  primary  schools,  and  practical 
teachers  have  proven  that  the  plan  works  with  won- 
derful success.  I  offer  the  opinions  of  some  standard 
authorities  on  this  subject.  Mrs.  Rebecca  D.  Rick- 
off,  of  Toledo,  Ohio,  who  recently  read  a  paper  be- 
fore the  National  Educational  Association,  entitled 
"First  School  Days,"  and  who  is  author  of  a  primer 
on  primary  school  work,  says:  "The  child  should  be 
taught  — 

"  First,  To  read  sentences. 

w  Secondly,  To  read  words. 

w  Thirdly,  To  analyze  spoken  words  into  sounds. 

M  Fourthly,  To  analyze  written  words  into  symbols 
of  elementary  sounds,  beginning  with  such  words  as 
cat,  rat,  not,  etc.  ;  then  such  words  as  that,  them, 
ship  ;  then  words  with  new  sounds  to  the  symbols,  as 
thin,  caper,  no ;  finally,  words  with  silent  letters,  as 
cate,  rate,  noble,  etc." 

The  "  National  Journal  of  Education,"  Boston,  in 
reviewing  a  new  book  for  primary  schools,  by  Col. 
Francis  W.  Parker,  supervisor  of  the  public  schools 
of  that  city,  says  : — 

"  The  lessons  are  simple,  but  bgsejLiipxma definite 

f^  OF   THR  ^\ 

([UNIVERSITY] 


316     GRADUATING   SYSTEM    FOU    COFN  1  KV    M  !!   ioj.-. 

plan  —  and  that  an  admirable  one  —  of  teaching  the 
child  a  vocabulary  of  words,  the  signs  of  ideas,  and 
repeating  them  in  such  association  as  to  open  to  it 
new  thoughts  as  well  as  new  words.  A  few  words 
should  first  be  taught  thoroughly  as  the  nurlni-  of  a 
vocabulary,  and  then  plenty  of  good  reading  will 
give  the  ehild  facility  in  expression,  as  .well  as  an 
understanding  of  the  thought  conveyed  by  the  words 
read.  Nothing  better  b  s  been  put  into  print." 

The  following  appropriate  article  is  taken  from  the 
''Primary  Teacher,"  Boston:  — 

"Instating  little  folks  in  reading,  it  is  not  quite 
clear  that,  at  the  outset,  it  is  hc-t  t-»  trouble  them 
much  with  letter-;,  and  the  sounds  they  represent,  or 
to  try  to  have  them  derive  th  word  from  it-  pin.:. 
or  alphabetic  elements.  The  theory  seem-  i 
very  good,  too,  but  we  find  that,  in  practice,  children 
learn  many  things  contrary  to  our  wise  theories.  In 
learning  t"  -p -;ik  the  language  they  skip  over  the 
elementary  laws  that  govern  speech,  and  are  only 
bothered  with  them  when  they  reach  tin-  school.  It 
i>  pi.tty  much  the  s-une  in  learning  to  sing,  indeed 
in  learning  most  things,  —  the  scientific  principles  do 
not  confront  the  young  learner  on  the  start.  So  in 
learning  to  read,  the  normal  method,  as  we  view  it, 
is  to  let  l>eginners,  if  young,  go  on  for  a  time  without 
spelling  out  the  words  either  by  sounds  or  letters. 
We  should  teach  them  words,  — dog,  cat,  cfiuir,  — 
precisely  as  we  would  the  real  objects  which  these 
words  represent. 


FIRST    LESSONS    IN    THE   COMMON    BRANCHES.    317 

"  We  all  know  how  rapidly  children  learn  the 
names  of  things  about  them,  becoming  acquainted 
with  hundreds  before  they  are  old  enough  to  be  sent 
to  school;  and  they  learn  them,  too,  for  the  most 
part,  without  being  directly  taught  by  any  one. 
Then,  too,  in  recognizing  objects  and  sneaking  their 
names,  they  do  not  fix  the  eye  upon  each  separate 
part,  — as,  for  example,  the  object  chair,  and  speak 
each  part  of  .the  chair  before  naming  the  object  itself. 
They  see  the  object  as  a  whole,  and  speak  it  at  once. 
Indeed,  in  adult  age  we  all  do  the  same.  We  speak 
words  addressed  to  the  eye  in  the  same  way,  what- 
ever method  was  pursued  by  our  teachers  in  giving 
us  the  start. 

"  Since  children  learn  the  names  of  things  so  read- 
ily, why  should  they  not  be  able  to  acquire  words 
readily?  It  is  found  that  they  will.  They  will  ac- 
quire them  surprisingly  fast  if  teachers  will  make  the 
work  equally  simple,  not  load  the  words  down  with 
element*,  which  to  the  little  learners  of  reading  are 
not  elements.  It  is  best,  then,  or  at  least  as  it  ap- 
pears to  us,  to  keep  beginners  upon  words  for  some 
time,  —  two  or  three  months,  perhaps.  Starting  out 
with  the  phonetic  elements  complicates  the  matter 
greatly,  and  confuses  little  learners  more  than  one  is 
aware  of.  Besides,  it  is  not  necessary.  All  this  fine 
word-analysis  and  nice  training  in  the  discrimination 
of  sounds  are  proper  enough,  introduced  incidentally, 
or  further  along  in  the  course,  but  nothing  of  the  sort 
is  essentially  needed  at  the  outset. 


318      GRADUATING    SYSTEM   FOR  COUNTRY   SCHOOLS. 

"  By  commencing  with  words,  as  the  child  does  in 
learning  to  talk,  omitting  the  elementary  sounds, 
teachers  find  that  their  pupils  become  interested  in 
their  work  almost  at  once,  since  in  a  few  days  they 
are  able  to  read  phrases  and  short  sentences  at  sight, 
and  this  newly  acquired  power  pleases  them  greatly. 
With  slate  and  pencil  and  proper  encouragement  they 
begin  to  imitate  the  words  they  have  learned,  and 
write  hoy,  caf,  fjood,  etc.,  with  supreme  delight." 

It  is  now  the  almost  universal  practice  of  the  fore- 
most teachers  in  primary  schools  to  introduce  writing 
along  with  reading,  at  the  very  beginning.  The 
child  is  thus  trained  to  express  thought  on  slate  and 
blackboard  in  written  words,  as  soon  as  it  can  have 
word  tui-in-  in  which  to  express  it.  It  is  found  that 
good  penmanship  can  be  more  easily  acquired  early 
than  later  in  life  ;  and  it  is  evident  that  its  acquisition 
in  early  life  will  leave  more  room  for  other  studies, 
demanding  reason,  in  later  years. 

The  following  extract  from  a  lecture  by  Superin- 
tendent Parker,  of  Boston,  cannot  be  too  highly 
commended  :  — 

"  Everything  should  be  learned  by  doing.  The 
lu>t  way  to  get  a  correct  idea  of  any  form  is  to 
attempt  to  draw  it,  so  have  the  children  draw  the 
words,  —  for  writing  and  drawini:  :»re  the  same  thing; 
the  purpose  is  not  to  picture  the  words  upon  the 
board,  but  by  often  pieturing  them  upon  the  board  to 
produce  a  correct  picture  in  the  brain  of  the  child ; 
hundreds  of  children  spell  well  orally  who  cannot 


FIRST   LESSONS    IN   THE    COMMON    BRANCHES.     319 

write  the  simplest  words  without  blundering;  of 
what  use  is  such  spelling?  There  should  be  no  oral 
spelling  in  the  first  two  years  of  school,  no  reproduc- 
tion of  words  from  memory  in  that  time  either,  but 
faithful  copying  from  well-written  patterns.  Wait 
for  things  to  grow  in  the  mind;  ideas  grow  slowly, 
and  if  you  force  a  child  to  a  single  utterance  before 
he  is  ready  you  do  him  an  injury. 

"If  the  first  year's  work  is  done,  IF  THE  FIRST 
YEAR'S  WORK  is  DONE,  IF  THE  FIRST  YEAR'S 
WORK  IS  DONE,  there  is  no  trouble  with  the  rest. 

ff  Begin  written  compositions  in  the  second  year. 
A  good  beginning  is  to  do  something,  and  ask  the 
child  to  write  what  you  did,  upon  his  slate.  Never 
allow  a  word  to  be  written  wrong;  never  allow  a 
sentence  to  be  begun  except  with  a  capital ;  never  let 
a  child  guess  at  the  spelling  of  a  word  ;  if  he  mistakes 
once,  don't  let  him  try  again  ;  write  the  word  correctly 
for  him  at  once,  or  have  another  pupil  do  it ;  guesses 
confuse  the  mind.  Say  nothing  about  rules  for  punc- 
tuation and  capitals  in  a  primary  department,  but 
write  your  sentences  correctly,  and  insist  upon  cor- 
rect copies  from  the  pupil." 

Teachers  who  are  not  skilful  in  "  printing "  upon 
the  blackboard,  may  adopt  the  method  of  teaching 
beginners  to  use  script,  even  before  they  learn  Roman 
letters.  Indeed  it  is  now  maintained  by  some  emi- 
nent educators  that  this  is  the  easier  and  more  nat- 
ural method  for  beginners.  A  writer  in  the  "New 
England  Journal  of  Education,"  Boston,  in  answer 


320     GRADUATING    SYSTEM   FOR    COUNTRY    SCHOOLS. 

to   the   inquiry,    "Should    script   be    taught   be 
Roman  ?  "  says  :  — 

"\o  practical  difficulty  arises  from  the  use  of  two 
forms,  if  the  child  uses  script  alone  for  its  first  hun- 
dred or  two  hundred  words,  and  is  given  its  new 
words  in  script  for  some  time  thereafter.  The  child 
docs  have  difficulty  in  passing  from  print  to  script  at 
any  period  of  school-life,  and  it  suffers  almost  irre- 
mediable injury  by  use  of  print  fir>t.  The  infant 
languages  of  the  world  arc  script  languages.  The 
untaught  little  child  writes  (?)  continuously  across 
late  or  paper.  In  teaching  we  purpose  giving 
the  child  id*U  as  ft>t  as  he  can  use  them.  The  com- 
pact and  much-used  print-form  the  child  gets  and 
masters  (with  no  perceptible  effort)  as  soon  as  he 
Deedfl  it.  We  avoid  weakening,  even  to  destruction, 
the  child's  fondness  for  using  what  he  knows,  and 
his  power  of  thinking  and  of  expressing  his  thoughts 
in  the  symbols  he  at  any  given  time  possesses.  To 
read  and  not  to  write  is  questionable  gain  for  the 
child.  We  have  not  only  watched  both  processes  — 
the  .script-print  and  the  print-x  ript  —  in  scores  of 
classes,  but  have  tried  both  ourselves,  and  have  seen 
no  reaxm  to  abate  our  preference,  for  the  prior  use  of 
M-ript,  and  its  abundant  use  throughout  school-lite." 
Another  correspondent  of  the  same  journal  says  :  — 
"In  teaching  beginners  to  read  we  would  not  teach 
the  nttim1*  of  the  letters,  whether  made  in  script  or  in 
Ixoman  character;  because,  1.  It  is  not  necessary. 
If  the  children  have  escaped  learning  them  before 


FIRST   LESSONS   IN   THE    COMMON   BRANCHES.     321 

attending  school,  they  will  learn  them  incidentally, 
and  without  pains  for  anybody.  2.  It  is  not  desir- 
able. A  knowledge  of  the  names  of  the  letters  of 
the  English  alphabet  is  an  obstacle  to  a  child  begin- 
ning to  learn  to  read.  It  interferes  with  the  process 
of  teaching  reading.  The  aim  of  the  teacher  is  to 
teach  a  word,  and,  as  soon  as  may  be,  a  phrase  or 
sentence  in  which  it  is  used.  His  success  is  hin- 
dered if  the  pupil's  attention  is  distracted  from  the 
whole  word  by  any  antecedent  interest  in  its  parts. 
The  child  tries  in  vain  to  transmute  the  sound  of  the 
name  he  has  learned  into  the  sound  he  does  not, 
and  cannot  know  that  he  ought  to  give  for  each  let- 
ter in  the  word  or  words  before  him. 

"In  teaching  beginners  to  read  we  present  words, 
phrases,  sentences,  on  the  blackboard  in  script.  We 
continue  to  present  in  that  way  all  words  whose 
form  or  significance  we  wish  to  impress  accurately 
and  durably,  until  at  least  one  hundred  script  words 
can  be  read  by  the  pupil  in  any  sentences  that  can 
be  made  from  them ;  we  withhold  the  printed  page 
of  chart  or  primer.  The  script  form  of  a  word  is 
significant  of  an  idea  already  alive  in  the  child's 
mind  through  object-presentation.  The  letter-parts 
of  that  form  are  not  significant,  with  rare  excep- 
tions, of  anything  useful  or  comprehensible  to  the 
child.  At  first  we  do  not  teach  the  forms  of  the 
script  letters.  We  do  not  take  these  forms  sep- 
arately and  teach  them,  nor  do  we  call  attention  to 

them  in  the  words.     The  child  copies  all  his  words 
21 


322     GRADUATING    SYSTEM   FOR   COUNTRY   SCHOOLS. 

as  wholes.  Gradually  he  becomes  conscious  of  the 
forms  composing  them,  and  his  drill  in  penmanship 
fixes  correct  perceptions  of  those  forms,  and  habits 
of  executing  them  exactly.  We  wish  the  pupil 
from  the  start  to  make  on  slate,  blackboard,  sep- 
arately and  in  sentences,  that  he  may  surely  know, 
on  paper,  all  his  new  words,  and  to  continue  making 
them,  and  know  how  to  use  them.  Of  course  we 
give  him  his  copy  in  the  form  in  which  we  wish  him 
to  make  his  words.  Besides,  the  continuous  form 
<«f  the  script-form  assists  the  teacher  to  impress,  and 
the  child  to  receive,  the  word  as  a  whole.  The  dis- 
joined form  in  which  the  word  appears  in  Roman 
tempts  the  eye,  until  thoroughly  acciMomed  to  read- 
ing words,  to  dwell  upon  its  parts,  and  confuses  the 
child's  mental  picture  of  the  word.  Its  components 
stand  apart  from  each  other.  The  impression  re- 
eeived  i>  a  broken  one.  It  lacks  unity,  whereas  it 
btands  for  a  unit-idea.  It  is  best  that  the  child  fe<  1 
that  eaeh  word  is  not  a  combination  of  characters, 
but  a  character  to  represent  the  idea  he  has  in  mind. 
"  Moivo\er.  it  is  easier  for  both  teacher  and  pupil 
to  make  words  in  script  form  well  and  rapidly  than 
to  make  them  well  and  rapidly  in  Roman  character. 
A  modified  Roman  character  resembling  Italic  i- 
sometimes  used  effectively,  but  it  also  breaks  the 
word  into  parts,  and  its  acquirement  mars  progress 
in  chirography.  Furthermore,  as  is  well  known, 
children  do  not  pass  easily  from  understanding, 
ling,  and  making  print,  to  doing  the  same  with 


FIRST   LESSONS    IN   THE    COMMON    BRANCHES.    323 

script ;  while  it  is  a  fact  that  they  do  pass  with  ex- 
treme ease  from  script  to  print.  A  child  who  knows 
his  hundred  or  two  of  words  in  script  will  at  once 
detect  them  in  print.  Taught  to  read  three  or  four 
readers  without  using  script,  he  can  with  difficulty 
read  a  line  of  it.  So  we,  at  first,  teach  no  letters, 
neither  by  names  nor  by  form,  neither  in  Roman  nor 
in  script.  We  teach  words,  phrases,  and  sentences 
in  script ;  and  the  children  make  them  in  script,  from 
copy  the  first  year,  from  copy  and  from  memory  af- 
terwards ;  and  we  very  carefully  and  very  slowly 
advance  from  the  first  through  a  regular  drill  in  pen- 
manship. We  do  so  not  only  because  we  believe 
the  process  well  based  in  theory,  but  because  we 
have  found  it  to  yield  better  results  than  we  have 
known  to  be  reached  otherwise." 

Pupils,  when  further  advanced,  should,  of  course, 
become  familiar  with  the  names  and  sounds  of  all  the 
letters  ;  but  whether  they  should  be  kept  constantly 
repeating  these  names  in  order  to  learn  how  to  spell, 
is,  to  say  the  least,  a  matter  of  very  grave  doubt. 
The  fact  that  so  much  time  has  been  spent  in  learn- 
ing to  spell,  and  so  few  good  spellers  have  been  pro- 
duced, is  certainly  proof  that  our  system  of  teaching 
spelling  has  not  been  a  success.  Teachers  who  stand 
in  the  front  ranks  tell  us  that  we  have  been  on  the 
wrong  track ;  that  in  teaching  spelling  we  have 
used  mainly  the  tongue  and  ears  of  the  child, 
whereas  the  mature  man  in  practice  uses  his  hand 
and  eyes.  I  present,  in  this  connection,  the  follow- 


324      ORADCATINO    SYSTEM    FOR   COUNTRY   SCHOOLS. 

ing  from  a  correspondent  of  tf  The  Teacher,*'  Phila- 
delphia :  — 

"It  fell  to  my  lot  to  examine  the  pupils  of  our 
seventh  grade,  at  the  close  of  last  term,  and  I  t> 
tlieni  in  .spelling,  both  orally  and  on  slates.  Most  of 
these  pupils  were  thirteen  to  fourteen  years  old,  and 
had  hcen  going  to  scS^l  about  seven  years.  They 
spelled  fairly  orally,  boTall,  of  course,  missing  some 
words,  as  everybody  does  in  oral  spelling.  In  the 
test  by  writing,  they  failed  much  more.  Evidently 
they  had  not  yet  tini>hed  learning  to  spell.  One  who 
ini-M-d  two  word-  orally  mk-ed  ten  with  the  pencil. 
Oral  Spelling  had  not  enabled  them  to  sprll  practi- 
cally. 

"  J  am  strongly  inclined  to  believe  that  oral  spell- 
ing is  an  actual  detriment,  and  that  the  immense 
amount  of  time  given  to  it  is  wasted.  H  may  be 
different  with  children  ;  but  we  adults  never  think 
of  the  letter-names  when  .spelling  a  new  word,  fiv-.li 
in  the  papers.  Suppose  it  is  a  name  in  the  Afghan 
\\ar. —  say  (ien.  1'hayrc.  If  we  want  to  write  it, 
we  recall  the  eve-picture  of  it,  and  copy  that.  Now, 
children  excel  us  in  this  sort  of  photography.  Their 
j-allerics  are  li  >>  crowded  with  images,  and  their 
apparatus  clearer  and  fre>her,  and  impressions  tinner. 
If  we  do  not  need  to  go  over  the  jumble  ofyjw-tf/Yr//- 
(ly-try-ar-rc,  for  writing  Phayre  a-  >e«-u  in  print,  it 
does  not  >eem  likely  that  children  need  to;  but,  on 
the  contrary,  it  >eems  very  likely  that  requiring 
them  to  learn  the  oral  jingle  for  each  word  i.s  an 


FIRST   LESSONS   IN   THE   COMMON   BRANCHES.     325 

enormous  imposition,  a  stumbling-block  that  only 
few  ever  surmount,  and  one  that,  in  most  cases,  pre- 
verits  education  instead  of  aiding  it. 

"  Why,  indeed,  should  we  keep  children  through 
all  their  childhood  incessantly  repeating,  like  so 
many  parrots,  these  separate  and  senseless  jingles  — 
one  for  each  word  —  until  each  is  thought  to  be  fast- 
ened in  the  dull  and  faithless  ear?  The  eye  is  vastly 
quicker,  more  retentive,  and  better  placed ;  and  the 
hand  alone  uses  spelling. 

"When  we  consider  these  wonderful  powers  of  the 
eye,  and  how  quick  the  child  is  in  catching  and  keep- 
ing all  the  details  of  a  scene,  we  may  fairly  expect 
that  spelling  can  be  met  and  mastered  by  employing 
the  eye,  from  the  first,  to  note  all  word-forms,  and 
to  guide  the  hand  in  shaping  them,  taking  care  that 
the  eye  is  not  impressed  and  confused  by  any  spuri- 
ous forms.  No  other  school  improvement  could 
compare  with  this  in  beneficial  results.  It  would  be 
the  lifting  of  a  heavy,  smothering  weight  off  every 
school  and  every  child  of  all  the  millions  that  are 
learning  English." 

Reading  in  country  schools  is  as  unsatisfactory  as 
spelling,  because  the  habit  of  halting  to  examine  the 
several  parts  of  each  word  in  spelling  clings  to  the 
pupil  when  he  attempts  to  read.  A  more  rational 
method  of  spelling  will  therefore  produce  a  better 
class  of  readers.  Pupils  should  be  trained  to  write 
sentences  and  repeat  them  as  part  of  their  reading 
exercises.  They  will  read  well  their  own  composi- 


326      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

tion  because  they  understand  it,  and  they  should  bo 
encouraged  to  read  the  writings  of  others,  as  they 
find  them  in  books,  just  as  they  would  read  their 
own.  Pupils  should  not  be  loaded  down  with  "  rules 
for  reading,"  but  they  should  be  as  free  as  at  homo 
or  out  in  the  open  air.  The  following  rules  on  read- 
ing are  laid  down  by  Superintendent  Parker,  ot' 
Boston.  These  rules,  it  will  be  observed,  are  for 
teachers,  not  for  pupils  :- 

wl.  Pupils  should  not  be  required  to  express  a 
thought  (read  a  >entcnce  aloud)  until  the  thought  is 
in  their  minds  ;  that  is,  until  the  sentence  is  mentally 
read. 

"  2.  If  the  thought  is  in  the  mind,  it  will  control 
expression,  thus  making  attention  to  punctuation, 
mechanical  emphasis,  and  inhVction  not  only  unne- 
cessary, but  a  great  hindrance  to  the  proper  expres- 
sion of  thought.  Capitals  and  punctuation  aid  the 
eye  in  taking  the  thought,  but  have  nothing  whatever 
to  do  with  the  expression  of  it." 

Arithmetic,  or  exercises  in  numbers,  may  be  taken 
up  along  with  the  first  lessons  in  reading  and  writ- 
ing. Each  beginner  should  be  provided  with  lulls 
placed  on  a  wire  by  which  to  learn  to  count,  add, 
subtract,  multiply,  and  divide.  The  following  arti- 
cle on  primary  arithmetic  is  from  w Barnes'  Educa- 
tional Monthly/'  New  York:  — 

"1.  The  pupil  should  be  taught  to  count  at  lir>i 
only  to  12  or  15.  But  he  should  never  count  with- 
out counting  something.  Let  there  always  be  objects 
before  him  to  be  counted.  Adhere  strictly  to  thi.-. 


FIEST   LESSONS   IN   THE    COMMON    BRANCHES.    327 

"  2.  Teach  him  to  make  the  Arabic  figures  as  far 
as  he  has  counted.  When  he  has  counted  to  five, 
and  has  five  pieces  of  chalk  (for  instance)  before 
him,  then  have  him  make  the  figure  five.  Do  like- 
wise with  the  other  numbers,  carrying  the  same  plan 
to  hundreds  when  they  are  more  advanced. 

"  3.  When  he  can  write  numbers  to  four  or  five, 
teach  him  to  add  and  subtract  these,  both  mentally 
and  upon  slates  or  board.  Continue  until  he  can 
perform  the  operations  very  rapidly.  When  he  can 
count  and  write  to  ten,  teach  him  to  add  and  subtract 
all  numbers  below  ten,  and  in  this  manner  continue. 
At  length  derive  multiplication,  addition,  and  division 
from  subtraction,  and  drill  him  in  these  operations. 

"4.  An  hour  before  recitation,  which  should 
occur  just  preceding  the  11  A.  M.  intermission,  place 
upon  the  board  examples  in  addition,  subtraction, 
etc.,  omitting  the  answers,  for  the  class  to  solve  at 
their  seats  upon  slates,  and  have  the  work  brought  to 
the  class  for  the  correction  of  answers  and  other  crit- 
icisms. During  the  recitation  some  work  should  be 
done  on  the  board  by  them,  and  a  very  brief  analysis 
required.  Examples  may  be  both  abstract  and  con- 
crete. 

"5.  Intersperse  the  above  work  with  drill  in 
rapid  combination,  in  counting  by  twos  and  threes, 
etc.,  by  requiring  them  to  invent  and  solve  concrete 
examples,  and  by  occasional -work  in  Roman  notation 
up  to  one  hundred. 

"  6.  The  common  errors  of  method  in  this  branch 
are  such  as  the  omission,  for  a  long  time,  of  any 


328      GRADUATING    SYSTEM   FOR   COUNTRY    8CTIOOI 

writ  ton  work  ;  the  attempt  to  teach  counting  in  the 
abstnu-t  to  a  thousand,  perhaps,  without  having 
them  count  thing*;  the  attempt  to  teach  them  to 
write  numbers  to  billions  before  they  can  add  to 
hundreds;  tbe  omission  of  any  written  work  at  » 
between  recitations." 

Geography  and  history  are  inseparably  connected, 
and  should  always  1x3  studied  together.  The  first 
step  in  teaching  these  branches  is  to  give  pupils  a 

el  car  conception  of  the 
earth,  as  a  whole,  —  its 
form  and  motions.  It  is 
evident  that  a  good  globe 
is  essential  to  succe 
this  point. 

'1  ho  latest  and  simplest 
apparatus  for  impre>-i;n: 
the  form  and  daily  motion 
of  the  earth  upon  the  minds 
of  pupils  is  the  "Time 
(ilobe."  In  order  to 
a  elear  idea  of  this  globe, 
I  present  the  following  de- 
scription and  cut :  — 

"The 'Time  Globe*  is  a 
globe  apparently  endowed 
with  life,  having  a  diurnal 
revolution  exactly  corre- 
sponding to  that  of  the 
earth.  It  is  a  minjature 


FIRST   LESSONS   IX   THE    COMMON    BRANCHES.    329 

representation  of  the  earth  in  position  and  daily  motion, 
revolving  once  in  twenty-four  hours  upon  its  own 
axis  by  means  of  chronometer  works  located  in  its 
interior.  It  gives  local  time  on  dial  above  the  north 
pole,  and  the  time  of  any  and  all  parts  of  the  world 
is  read  at  a  glance  on  the  equatorial  zone.  It  shows 
at  all  times  the  position  of  different  parts  of  the 
earth,  with  reference  to  midday,  midnight,  morning, 
or  evening  twilight.  It  measures  the  comparative, 
and,  by  simple  computation,  the  exact  size  of  any 
country  on  the  globe  as  it  passes  the  meridian  ring 
and  equatorial  dial.  It  illustrates  the  difference  in 
time  between  any  two  or  more  places.  It  can  with- 
out injury  be  put  in  sidereal  position  or  placed  hori- 
zontally to  be  used  as  a,  clock.  All  parts  of  its  sur- 
face can  be  readily  examined.  It  runs  several  days, 
is  a  stern-windier,  and  regulates  from  the  outside." 

After  pupils  have  become  acquainted  with  the 
earth  as  a  complete  body,  they  will  enjoy  learning 
something  of  its  several  parts.  The  several  grand 
divisions,  oceans,  and  most  important  island,  should 
then  be  pointed  out  on  the  globe.  No  books  shou'd 
be  used  in  the  study  of  this  subject  until  after  pupils 
have  become  familiar  with  the  most  important  places 
marked  on  the  globe.  If  all  our  school- maps  were 
placed  on  globes,  pupils  could  certainly  gain  a 
clearer  idea  of  the  relative  position  of  the  most  im- 
portant places  on  the  earth's  surface.  Books  should 
be  introduced,  therefore,  only  when  the  class  needs 
information  which  the  school-globe  does  not  furnish* 


330      GRADUATING    SYSTEM    FOR   COUNTRY   SCHOOLS. 

While  aligning  lessons  in  cither  geography  or 
history,  the  teacher  should  see  that  each  member  of 
the  class  has,  before  commencing  to  study  the  1  <•-- 
son,  a  clear  understanding  of  the  direction  and 
distance  of  the  place  or  places  referred  to  in  the. 
lessons.  Without  this  understanding  pupils  might 
as  well  study  lessons  in  "  dream  land.'' 

Free-hand  map-drawing  should  be  practised  daily 
in  connection  with  the  study  of  geography  and  his- 
tory. The  child's  first  efforts  may  produce  only 
rough  sketches,  but  the  countries  sketched  will  be 
thereby  photographed  in  the  memory.  State  Super- 
intendent .1.  W.  Dickcnson,  of  Massachusetts,  in  a. 
eiivular  letter  to  teachers,  says:  — 

"Every  map  as  studied  should  IKJ  diawn  in  outline, 
upon  slates  or  paper.  With  a  little  practice  such 
drawing  l  ;">  be  made  in  vi-ry  little  time.  Thcr 
no  method  comparable  with  map-drawing  for  fixing 
geographical  knowledge  in  the  memory.  Ha\  <•  < •xcr- 
cises  in  representing  the  various  natural  features 
quickly  and  accurately  upon  the  blackboard*  Kcci- 
tat ions  in  geography  should  be  largely  guided  by  a, 
special  outline  previously  written  on  the  blackboard. 
Thi>  practice  NW6i  much  talking  on  the  part  of  the 
teacher,  and  cultivates  independence  in  the  pupil." 

But  pupils  should  study  the  people  and  products 
of  the  several  countries  on  the  face  of  the  earth  more 
than  they  should  I  hi*  boundary  lines  of  these  coun- 
tries. They  should  learn  the  names  and  location  of 
the  most  important  places  only.  Learning  long  li-ts 


FIRST   LESSONS    IN   THE   COMMON   BRANCHES.     331 

of  names  and  location  of  unimportant  places  is  time 
worse  than  wasted.  It  is  burdening  the  mind  with 
knowledge  that  is  not  needed,  and  nature  will  throw 
it  off  as  soon  as  possible.  There  is  so  much  life  on 
the  land  and  in  the  sea,  that  geography  ought  to  be  a 
living  subject  rather  than  a  dead  one. 

If  we  undertake  to  teach  universal  history,  we 
should  first  present  the  world  in  its  most  perfect 
form,  —  the  present.  If  we  undertake  to  teach  the 
history  of  a  nation  or  country,  we  should  first  present 
its  current  history  ;  then  we  may,  with  profit,  study 
the  past.  It  is  true  that  this  plan  rather  reverses  the 
usual  order  of  studying  history.  Too  many  com- 
mence with  the  past,  and  never  come  up  to  the  pres- 
ent. This  is  too  true,  even  of  teachers.  Professor 
Saulsbery,  an  experienced  conductor  of  normal  in- 
stitutes, says,  in  the  Wisconsin  "Journal  of  Educa- 
tion " :  — 

*' Teachers,  with  rare  exceptions,  do  not  read  nor 
greatly  interest  themselves  in  the  history  of  the 
present.  They  know  something  of  Jackson's  admin- 
istration, and  more  of  Washington's,  but  nothing  at 
all  of  Grant's  or  Hayes's.  Events  of  a  hundred  years 
ago  are  more  familiar  to  them  than  those  of  the  past 
ten  or  fifteen  prolific  years.  The  ancient  history  of 
our  country,  and  of  the  world,  is  better  attended  to 
than  the  modern  or  recent.  Whatever  may  be  the 
cause  of  this,  the  fact  itself  is  lamentable.  It  in- 
dicates such  a  state  of  immaturity  and  mental  child- 
hood on  the  part  of  those  who  assume  to  teach,  or 


332       GRADUATING    SYSTEM   FOR   COUNTRY    SCHOOLS. 

such  a  degree  of  dead  indifference  as  to  (he  world's 
ongoings,  as  ought  in  either  ca.se  to  startle  those 
who  come  in  contact  with  it." 

Beginners  should  have  lessons  in  current  history 
j.M  M-nled  on  the  blackboard,  until  they  In-come  fa- 
miliar with  the  present,  before  they  undertake  to 
study  the  history  of  the  pa>t. 

The  hare  mention  of  English  grammar  is  almost 
enough  to  frighten  beginners,  therefore  children 
should  lie  trained  in  speaking  and  writing  correctly 
without  any  intimation  that  this  is  English  grammar. 
They  should  he  early  impressed  with  the  fact  of  the 
wonderful  beauty  of  language  when  written  and 
>p..ken  in  its  l>est  form.  The  best  method  of  teach- 
ing beginners  /ivtr  to  >pcak  and  write  correctly,  i>  to 
have  them  speak  and  write  correctly. 

Professor  Greene,  author  of  Greene's  Eugli-h 
Grammar,  in  an  address  before  the  Rhode  Island  In- 
stitute of  Instruction,  said  :  — 

"  I  believe  in  wr.ting  very  early,  and  having  chil- 
dren taught  at  an  early  age  to  put  their  thoughts  into 
writing.  Then  you  can  point  out  improvements,  and 
show  the  child  why  the  improvements  are  made-,  and 
why  they  are  improvements.  If  I  were  a  teacher  in 
the  primary  school,  I  would  adopt  this  motto  from 
beginning  to  end  :  'Every  le>M>n  shall  be  a  language 

.1."' 

Hon.  E.  E.  White,  ex-State  school  commissioner 
of  Ohio,"  but  now  president  of  Purdue  Univeisity, 
Indiana,  says  :  — 


FIRST    LESSONS    IN   THE    COMMON    BRANCHES.      333 

"  The  study  of  the  English  language,  though  it  is 
the  most  difficult  of  all  the  school  studies,  ought  to 
be  the  most  interesting.  Pupils  should  not  be  re- 
quired to  memorize  pages  of  dry,  wearisome  notes 
and  observations  as  found  in  text-books.  A  knowl- 
edge of  the  meaning  and '  relation  of  words  is  of 
first  importance  in  all  reading  lessons,  and  this  study 
of  language  must  be  commenced  long  before  a  gram- 

O         O  O  O 

matical  text-book  is  used.  The  reading  lesson  should 
be  made  the  prominent  exercise  of  the  day. 

"  The  correct  use  of  language  is  a  matter  of  habit 
rather  than  of  technical  study  of  the  rules  of  gram- 
mar. It  should  be  a  part  of  the  w«  -rk  of  the  teacher, 
either  in  classes  of  higher  or  lower  grade,  daily  to 
correct  the  inaccuracies  of  speech  resulting  from  bad 
habits  of  pronunciation,  and  in  the  use  of  language. 
No  provincialisms,  no  slang  or  careless  pronunciation, 
should  be  allowed  to  pass  unnoticed.  Questions 
should  be  direct,  answers  concise.  Every  answer 
should  be  a  complete  sentence." 

A  thoughtful  teacher  can  readily  see  that  while  he 
is  training  his  pupils  in  speaking  and  writing,  their 
inquisitive  natures  desire  an  acquaintance  with  the 
source  from  which  he  obtains  his  information.  Sup- 
pose, for  example,  the  teacher  has  occasion  often  to 
correct  his  pupils  in  their  use  of  certain  irregular 
verbs ;  a  list  of  these  verbs,  and  exercises  illustrat- 
ing the  proper  method  of  using  them,  will  prove  in- 
teresting and  profitable  to  the  entire  school.  So  all 
the  several  parts  of  English  grammar  may  be  made 


334      GRADUATING    SYSTEM   FOR   COUNTRY   SCHOOLS. 

pleasurable,   provided   each   part   is   presented  just 
\vhcn  piipils  IV el  their  need  of  it. 

Constant  exercises  in  writing,  together  with  cor- 
rections mado  by  the  teacher,  will  convince  pupils 
that  they  need  a  more  thorough  knowledge  of  the 
laws  <if  language,  and  by  the  time  they  arc  old 
enough  they  will  be  anxious  to  take  up  English  gram- 
mar as  a  branch  of  study.  When  each  pupil,  bjr 
careful  study,  has  become  acquainted  with  his  KnLrli>h 
grammar,  lu;  should  be  encouraged  to  use  it  as  he 
does  his  dictionary,  as  a  book  of  reference. 


LECTURE  XXVII. 

HINTS   UPON   TEACHING   WRITING. 

PENMANSHIP,  in  this  the  latter  part  of  the  nine- 
teenth century,  is,  perhaps,  more  generally  neglected 
in  country  schools  than  any  other  branch  in  the  com- 
mon school  course.  In  many  parts  of  the  country 
good  penmanship  appears  to  be  reckoned  among  the 
"lost  arts." 

Writing,  as  a  medium  for  the  communication  of 
thought,  is  almost  as  important  as  speaking.  For 
this  reason,  it  has  been  said  that  "  writing  is  a  sec- 
ondary power  of  speech,  and  they  who  cannot  write 
are  in  part  dumb.  Scrawls  that  cannot  be  re'id  may 
be  compared  to  talking  that  cannot  be  understood ; 
and  writing  difficult  to  decipher,  to  stammering 
speech." 

Feeling  anxious  to  offer  the  highest  helps  of  the 
ablest  instructors,  I  applied  to  Prof.  D.  T.  Ames, 
editor  of  "  Penman's  Art  Journal,"  New  York  City, 
asking  him  to  prepare  an  article  that  might  be  both 
an  incentive  and  an  aid  to  better  penmanship.  This 
he  consented  to  do.  The  cuts  for  the  illustrations 
of  his  article  are  chiefly  from  "  The  Spencerian  The- 


336      GRADUATING    SYSTEM    FOR   COUXTKY    STlIOOLS. 

nry  of  Penmanship,"  and  inserted  by  courtesy  of  the 
publishers,  Messrs.  Ivisoti,  Blakcman,  Taylor  &  Co., 
\c\v  York.  The  remaining  cuts  were  kindly  fur- 
ni>hed  by  Prof.  Ames.  I  here  present  Prof.  Ai: 

article,  without  further  comment. 

OF  the  great  importance  to  all  classes  of  a  rapid, 
_irr:u efnl,  and  legible  handwriting,  1  scarcely  need 
speak.  To  the  younir  man  it  opens  more  avenue-  to 
de-irable  and  lucrative  employment  than  any  other 
one  (jualitieation.  T<»  a  \  minir  lady  it  is  not  only 
a  rare  accomplishment,  but  to  sucli  as  are  recjnired  to 
earn  their  own  livelihood,  it  is  the  ono  most  i< 
and  available. 

To  be  able  to  awaken  and  maintain  earnest  thought 
nnd  study  on  the  part  of  the  pupil,  and  skilfully 
direct  the  >amc,  is  a  paramount  qualification  for  >uc- 
.til  teaching.  Indcc-d,  the  power  to  do  this  is  the 
ve-il  secret  of  the  wonderful  success  that  has  attended 
the  labors  and  immortali/ed  the  names  of  our  <rreat- 
e-i  teacher-,  not  of  writinir  alone,  but  of  all  depart- 
ments of  education.  The  interested  and  attentive 
pupil  is  always  a  success,  while  the  indifferent  pupil 
i>  .1  certain  failure  ;  the  former  M-CIUS  almost  to  drink 
in  knowledge,  while  the  latter  receives  it  as  by  force. 
Many  teachers  of  writini:  rely  mainly  upon  the  imi- 
tative power  of  pupils  for  their  success,  which  is  a 
fatal  error;  writing  should  bo  taught  mechanically 
more  than  by  imitation. 

An  imitative  pupil  may  manifest  remarkable  prog- 


HINTS    UPON   TEACHING    WRITING.  337 

rcss,  and  be  able  to  imitate  with  the  greatest  fidelity 
the  most  perfect  copy,  so  long  as  it  is  before  him, 
and  yet  write  most  awkwardly  when  it  is  removed, 
from  the  fact  that  there  remains  no  correct  mental 
conception  or  ideal  of  writing  to  guide  his  practice. 
It  is  not  so  with  the  pupil  who  has  been  taught 
mechanically,  and  has  learned  the  correct  analysis  of 
each  letter,  studied  its  form  and  construction,  at  the 
same  time  that  the  errors  in  his  own  writing  have 
been  criticised  and  corrected  according  to  established 
rules  and  principles ;  though  he  may,  at  the  outset, 
be  greatly  distanced  by  the  imitative  genius,  he 
will,  in  the  end,  become  much  the  more  skilful. 
The  removal  of  the  copy  matters  little  to  him,  its 
form  having  become  so  completely  impressed  upon  his 
mind  that  it  continues,  as  it  were,  constantly  before 
him,  a  perfect  ideal,  to  reproduce  which  the  hand 
will  ever  strive,  and  ultimately  attain.  Writing,  in 
all  its  grace,  ease,  and  perfection,  must  first  clearly 
exist  in  the  mind  before  the  hand  can,  by  any 
amount  of  exercise,  be  taught  to  produce  it.  The  hand 
can  never  transcribe  a  form  more  perfect  or  beautiful 
than  the  ideal  of  its  master,  —  the  mind.  Hence  the 
vital  importance  of  preceding  and  accompanying  all 
practice,  in  writing,  with  a  careful  study  of  its  me- 
chanical construction.  The  exercise  or  copy  for  each 
lesson  should  be  short,  embracing  but  a  few  letters ; 
and  they  should  be  systematically  arranged  so  as  to 
present,  forcibly  and  concisely,  at  each  lesson,  some 
important  feature  of  writing. 

The   observation   and   experience    of    more    tlr.:n 


338      GRADUATING  SYSTEM   FOE  COUNTRY    SCHOOLS. 

twenty-five  years  as  student,  teacher,  and  author  of 
writing,  have  led  me  to  believe  that  every  pc; 
^essed  of  ordinary  faculties  can  and  should  1 
to  wrile  with  facility,  at  least,  :i  legible  hand.  That 
they  do  not,  is  due  alike  to  the  faults  in  our  methods 
of  teaching  and  practice.  The  first  great  fault  has 
been  with  the  teachers  and  authors  of  systems  of 
writing,  that  they  have  given  to  the  pupil  too  many 
and  too  complicated  forms  for  letters,  apparently  in 
the  belief  that  the  more  numerous  and  fanciful  were 
their  forms,  the  i_rreater  the  evidence  of  their  own 
skill  and  deserved  popularity.  Not  unfre»juently  in 
a  sinirle  copy-honk,  or  a  short  course  of  twelve  or 
twenty  lessons,  has  the  pupil  been  required  to  prac- 
ti-e  upon  from  two  to  four  distinct  and  radically  dif- 
ferent tvpe-,  or  forms  for  all  the  capitals  and  many  of 
the  small  letters  of  the  alphabet,  and  all  or  most  of 
the-e  forms  much  too  complicated  to  be  practical  for 
rapid  bu-incNS  writing.  I  will  here  illustrate  in  the 
case  of  one  letter,  and  this  is  no  fancy  sketch,  but 
from  a  case  of  actual  ohservataion.  I  have  found  all 
the  following  types  of  the  letter  R  in  a  single  ropy- 
book,  and  have  >eni  them  all,  and  others,  tnught  or 
attempted,  by  a  teacher  of  writing,  in  a  short  course 
of  ten  lessons  :  — 


HINTS    UPON   TEACHING   WRITING.  339 

This  method  carried  through  the  alphabet  would 
require  the  pupils  to  practise  upon  one  hundred  and 
eighty  different  forms  for  the  capitals  alone,  and  a 
corresponding,  though  necessarily  less,  number  for 
the  small  letters,  all  given  and  practised  often  with- 
out any  sort  of  system  or  science.  Is  it  any  wonder 
that  the  pupil  is  a  discouraged  failure  at  the  end  of  a 
course  of  such  diversified  practice  upon  complex  and 
multitudinous  forms  ? 

The  labor  and  practice  necessary  to  become  skil- 
ful in  making  such  a  multitude  of  difficult  forms  is 
too  great  to  be  overcome  except  by  rare  genius,  or 
the  most  persistent  and  prolonged  practice.  The 
multitude  must  fail ;  while,  if  required  to  make  but 
twenty-six  of  the  most  simple  forms,  and  those  re- 
duced by  system  to  seven  elementary  principles,  the 
multitude  can  and  will  succeed. 

Another  fruitful  cause  of  failure  is  found  in  the 
effort  of  many,  perhaps  most,  teachers  to  teach  writ- 
ing almost  or  quite  wnolly  by  imitation,  by  which 
method  pupils  acquire  little  or  no  absolute  or  perma- 
nent idea  of  the  true  form  or  construction  of  letters 
or  the  general  style  and  excellence  of  writing.  They 
may  succeed  well  at  imitating  their  copy  so  long  as 
it  is  before  them,  but  fail  utterly  to  write  well  when 
it  is  removed.  This  will  not  be  the  case  when  it  is 
systematically  and  analytically  taught;  each  letter 
being  accurately  analyzed,  its  correct  form  and  man- 
ner of  construction  explained  by  the  teacher,  and  un- 
derstood by  the  pupil,  at  the  same  time  that  his 


340     GRADUATING  SYSTEM   FOR  COUNTRY   SCHOOLS. 

writing  is  thoroughly  criticised  and  its  faults  pointed 
out  and  corrected  according  to  well-established  prin- 
ciples. AVhere  this  is  done  the  eye  and  understand- 
ing are  disciplined  and  taught  as  well  as  the  hand, 
and  there  remains  impressed  vividly  upon  the  mind 
of  the  pupil  a  clear  and  well-defined  conception  of 
the  form  and  construct  ion  of  his  copy,  so  that,  though 
literally  absent,  to  the  mind's  eye  it  U  ever  pre>ent, 
and  is  a  perpetual  copy,  for  the  mastery  of  which  the 
hand  will  ever  .strive  and  will  ultimately  accomplish. 
Unlike  the  pupil  who  practises  without  syMeiu  or 
principle  by  imitation,  and  who  not  only  cea-« •-  to 
improve,  but  actually  goes  backward,  when  the  in- 
struction ends,  and  the  copy  is  removed,  the  analytic 
pupil  will  continue  ever  to  advance,  and  is  certain, 
ultimately,  to  become  a  good  writer. 


HINTS    UPON   TEACHING   WRITING. 


341 


HOW  WETTING  SHOULD  BE  TAUGHT. 
POSITIONS. 

The  first  care  is  to  secure  and  maintain  the  correct 
positions  of  body,  arm,  hand,  and  pen.  The  position 
at  the  desk  or  table  will  be  governed  somewhat  by 
circumstances.  In  the  school-room,  where  desks  are 
..mall  and  narrow,  we  think  a  position  with  the  right 
side  to  the  desk  will  be  the  best,  thus : 


In  business  colleges  and  writing  academies,  where 
the  table  or  desk  is  more  spacious,  and  especially  in 


342       GRADUATING   SYSTEM   FOR   (olMKY    SCHOOLS. 

the  study  and  practice  of  bookkeeping,  where  the 
I»(K)ks  are  often  large  and  numerous,  also  by  arti-ts 
and  penmen  working  upon  large  pieces  of  work,  the 
front  position  will  be  found  the  best,  thus : 


In  this  position  the  same  relative  position  of  hand, 
pen,  and  paper  should  be  maintained  as  described  in 
thr  former  one. 

Another  position  at  the  desk,  sometimes  advo- 
cated by  authors  and  teachers,  is  the  right  oblique, 
which  is  a  position  between  the  front  and  side. 

In  our  opinion,  which  of  these  positions  is  to  be 
adopted  should  be  governed  by  the  circuiiistam -es 
of  the  writer  or  the  class-room. 


HINTS    UPON    TEACHING    WRITING. 


343 


Some  authors  and  teachers  have  also  advocated  a 
position  of  presenting  the  left  side  to  the  desk,  in 
favor  of  which  we  have  nothing  to  offer,  for  we  be- 
lieve either  of  those  above  described  entirely  prefer- 
able ;  yet  the  position  at  the  desk  is  of  much  less 
importance  than  that  the  proper  relative  positions  of 
the  pen,  hand,  and  paper  should  be  sustained  and  ob- 
served. 


344      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 


PENHOLDING. 

Take  the  pen  between  the  first  and  second  fingers 
and  thumb,  letting  it  cross  the  forefinger  just  for- 
ward of  the  knuckle  (A)  and  the  second  finger  at  the 
root  of  the  nail  (B)  J  of  an  inch  from  the  pen's  point. 
Bring  the  point  (c)  squarely  to  the  paper,  and  let  the 
tip  of  the  holder  (n )  point  toward  the  right  shoulder. 

The  thumb  should  be  bent  outward  at  the  first 
joint,  and  (E)  touch  the  holder  opposite  the  first 
joint  of  the  forefinger. 

The  first  and  second  fingers  should  touch  each 
other  as  fur  as  the  first  joint  of  the  first  finger ;  the 
tl.  ird  and  fourth  must  l>o  slightly  curved  and  separ- 
ate from  the  others  at  the  middle  joint,  and  rest 
upon  the  paper  at  the  tips  of  the  nails.  The  wrist 
must  always  be  elevated  a  little  above  the  dok. 

These  positions  should  be  rigidly  maintained,  thus 
keeping  the  nibs  of  the  pen  flat  upon  the  paper,  and 
both  always  under  the  same  degree  of  pressure,  when 
the  pen  will  give  a  smooth,  clear  line,  and  move 
smoothly  and  easily  upon  the  paper. 


MOVJ:MI:\  rs. 

These  positions  secured,  attention  should  be  di- 
m led  to  movements,  all  of  which  should  be  explained 
and  illustrated,  and  the  peculiar  advantages  and  dis- 
advantages of  each  set  forth. 


HINTS    UPON    TEACHING   WRITING.  345 

There  are  four  different  movements  more  or  les« 
employed  in  writing. 

The  First,  or  Finger  Movement,  is  most  generally 
used  and  taught  by  unprofessional  teachers,  and 
practised  by  most  unskilful  writers,  and  is  so  called 
because  the  fingers  alone  are  employed  in  giving 
motion  to  the  pen.  Writing  by  this  movement  is 
less  rapid  and  graceful  than  that  by  either  of  the 
other  movements.  .  It  is  more  of  a  drawing  process, 
it  seems  to  be  the  most  easy  and  natural  to  acquire, 
and,  being  th>>  only  movement  known  or  taught  in  a 
large  majority  of  our  public  schools,  it  is  practised  by 
a  very  large  p  "oportion  of  people  outside  of  the  mer- 
cantile and  professional  pursuits.  Most  of  the  latter 
have  found  it  necessary  to  gain  some  further  knowl- 
edge of  writing  than  that  acquired  in  our  public 
schools,  so  they  have  either  attended  a  commercial 
school  or  received  instructions  from  some  professional 
teacher  of  writing,  and  have  been  instructed  in  other 
movements. 

The  second  is  the  Fore- arm,  or  Muscular  Move- 
ment. By  some  teachers  it  is  called  the  Spencerian, 
and  by  others  the  Carstairian,  being  so  called  after 
the  names  of  two  of  its  most  noted  and  skilful  teach- 
ers and  advocates ;  this  movement  is  obtained  by 
resting  the  fleshy  or  muscular  part  of  the  fore-arm 
upon  the  desk,  and  then  by  simply  contracting  or  re- 
laxing the  muscles  of  the  fore-arm  a  very  rapid, 
graceful,  and  tireless  motion  is  imparted  to  the  hand 
and  pen  ;  but  it  is  only  when  combined  with  the  fin- 


346      GRADUATING    M  Ml  M    FOR   COUNTRY    SCHOOLS. 

ger,  producing  what  is  known  as  the  Third ,  or  Com- 
bination Movement,  that  it  is  employed  to  the  givat- 
est  advantage.  In  this  movement  the  muscles  impart 
rapidity  and  endurance,  the  fingers  accuracy  of  form, 
and  ease  in  making  the  extended  letters,  thus  ivn- 
dering  it,  as  a  whole,  by  far  the  best  and  most  de-ir- 
able  movement  for  practical  writing. 

1  he  fourth,  or  Whole  Arm  Movement,  is  the  most 
graceful  and  rapid  of  all  the  movements;  it  is  aN.», 
when  employed  on  a  small  scale,  much  less  accurate, 
and  hence  less  desirable  for  practical  writing.  It  is 
used  to  advantage  only  where  considerable  license  is 
allowable,  as,  for  instance,  in  writing  dates,  signa- 
ture*, >up«-r-criptions,  blackboard  writing,  etc.  To 
be  able  to  employ  this  movement  with  skill  requires 
much  and  continued  practice.  Ita  proper  and  >kil- 
ful  use  is,  however,  an  important  accomplishment  to 
the  profe»ioual  penman.  It  is  obtained  by  raising 
the  entire  arm  free  from  the  table,  resting  the  hand 
lightly  upon  the  nail>  ••!'  the  third  and  fourth  lingers, 
and  then  striking  the  letters  with  a  full  sweep  of  the 
whole  arm.  This  movement  is  a  No  u-ed  in  all  off- 
hand flourishing. 

MOV  1 MIM     EXERCISES 

should  bo  frequently  and  extensively  practised,  and 
a  short  exercise  should  precede  the  regular  practice 
of  every  lesson.  The  object  is  threefold.  First,  to 
secure  a  free,  graceful,  and  rapid  general  movement 


HINTS    UPON   TEACHING    WRITING.  347 

to  the  fingers,  muscles,  and  fore-arm.  Second,  a 
special  upward  and  downward  motion  ;  and  Third,  a 
lateral  movement  of  the  hand.  To  secure  the  first 
two,  exercises  like  the  following  should  be  practised  : 


To  secure  the  lateral  movement,  the  following  or 
similar  exercises  should  be  practised  : 


The  major  part  of  the  time  for  the  first,  considera- 
ble of  the  second  and  third,  and  a  part  of  the  time 
for  every  lesson  of  a  course,  should  be  devoted  to 
careful  movement  exercises. 

These  exercises,  as  well  as  all  the  copies  of  the 
course,  should  be  either  engraved  or  written  upon 
short  movable  slips,  and  passed  to  each  pupil  of  the 
class  with  the  opening  of  each  lesson. 

We  are  now  prepared  to  present  the  principles 
and  begin  the  analysis  and  practice  of  writing,  which 
we  do  by  placing  upon  the  blackboard  the  principles. 

At  the  same  time  we  briefly  illustrate  to  the  class 


348     GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

their  use  and  importance  in  learning  to  write,  by  rap- 
idly making  a  few  monograms  embracing  the  entire 
alphabet,  capitals  and  small  letters ;  showing  the 
close  resemblance  between  the  form  and  construc- 
tion of  many  of  the  letters  of  the  alphabet,  and  how 
very  simple  and  easy  is  their  construction  from  these 
principles. 

This  can  be  very  clearly  and  strikingly  illustrated 
in  the  case  of  the  small  letters  by  a  monogram  repre- 
senting them  all  as  follows  : 


\Ve  then  combine  the  capitals  in  three  monograms, 
those  having  the  tilth  principle  for  their  base,  thus: 


Making  the  letters  and  subsequently  arranging 
them  in  groups,  each  embracing  those  letters  that 
most  resemble  each  other  in  their  form  and  manner 
of  construction,  thus: 

~~/5^- *  f       j  /^ 


HINTS   UPON   TEACHING   WRITING.  349 

Monogram  embracing  the  letters  having  the  sixth 
principle  as  base  is  made  as  follows  : 


and  the  letters  separately,  thus : 


/  )/    /  }    S  }    S)_  S)       S)  SI  // 


77_ 


Monogi'am  of  seventh-principle   letters  would  be 
made  thus : 


and  the  letters,  thus  : 


(O 


//     /    // 

^  y     (  ^ 


By  this  method  the  great  simplicity  and  practicabil- 
ity of  this  plan  of  teaching  and  practising  writing  is 
fully  brought  home  to  the  mind  and  understanding  of 
the  pupil,  and  also  the  great  importance  of  master- 


350      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

ing  thoroughly,  at  the  outset,  these  elementary  forms 
or  principles  of  writing.  I  will  briefly  define  these 
principles. 


No.  1  is  simply  a  straight  line,  shaded  or  unshaded. 
No.  2  is  a  right  curve.  No.  3  a  left  curve.  No.  4 
combines  a  right  and  left  curve  to  form  the  loop. 
Principle  No.  5  is  a  direct  oval,  whose  length  is 
twice  its  width.  No.  0  is  an  invert*  <1  ririr-sli.-iprd 
oval.  No.  7  consists  of  an  un^had"d  left  and  shad.-d 
riirht  curve  of  e<]iial  Irnirlh  and  decree  of  curvature, 
forming  a  compound  curve  vari«»n>ly  called  capital 
Mem.  nia-ter  stroke,  diiroirraphic  curve,  line  <»t% 
beauty,  etc.,  to  which  is  added  a  left  curvo  which  in- 
tersects the  other  two  curves  at  the  point  of  their 
union,  forming  an  oval  The  stem  slanting  on  an 
angle  of  fifty-two  degrees,  and  the  oval  on  an  anirle 
of  fifteen  degrees;  the  oval  should  l>c  twice  as  Imiir 
as  it  is  broad,  so,  if  divided  into  sections,  it  would 
have  four  spaces  in  length  and  t\vo  in  width. 

The  convrt  angle  of  slope  will  be  best  illustrated, 
thus: 


The  class  will  now  make  this  principle  after  a  few 


HINTS    UPON    TEACHING   WRITING.  351 

moments'  practice.     Robert,  and  several  others,  are 
found  to  be  making  it  thus  : 


While  James,  and  others,  are  making  it  thus : 


Other  members  of  the  class  are  also  making  equally 
conspicuous  faults.  We  now  make  upon  the  black- 
board strokes  representing  the  most  prominent  faults 
of  the  class,  and  illustrate.  Robert  has  made  the  left 
curve  too  long  and  the  right  curve  too  short,  and  not 
on  same  degree  of  curvature ;  while  the  second  left 
curve  defines  more  nearly  a  circle  than  an  oval,  and 
intersects  the  downward  stroke  below  the  centre,  and 
would  be  corrected,  as  indicated  by  the  dotted  lines. 
After  sufficient  attention  has  been  given  to  the 
analysis  and  practice  of  the  capital  stem,  we  add  to 
it  a  line  to  make  the 


which  we  practise  briefly,  and  then  add  the  small 
letters  forming  a  short  word  for  a  copy,  all  of  which 
is  written  upon  the  blackboard  and  analyzed  before 


352      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

being  practised  by  the  class.      Follow  this  in  the 
same  manner  by  the 


and  so  on  through  the  alphabet,  —  presenting  the  cap- 
itals in  groups  most  similar  in  their  construction  and 
analy.-i-. 

I5y  thus  using  a  short  copy  we  are  better  enabled 
to  concentrate  the  enthv  thoughts  and  practice  of  the 
pupil  upon  n  lew  point*  in  writing  at  a  time,  which 
will  be  more  clearly  understood  and  thoroughly  mas- 
tered than  if  he  were  to  practise  upon  a  copy  em- 
bracing most  of  the  alphabet  and  all  the  principles 
and  characters  of  writing.  If  such  a  copy  were  fully 
an  ilyzed,  so  much  would  he  said,  and  M>  many  points 
presented,  as  to  cause-utter  conln>i on,  and  its  entire 
Hlect  would  be  lost,  and  the  corn  eti«.n-  of  faults  too 
numerous  to  be  either  reinemhered  or  guarded 
against  in  subsequent-  practice. 

Where  copy-hooks  are  used  having  long  cop 
they  should,  in  the  early  stages  of  practice,  be  writ- 
ten down  the  page  by  sections  of  not  more  than  one 
fourth  its  length,  thus  concentrating  the  practice  and 
criticism  upon  a  few  letters  at  a  time.  The  leading 
faults  of  the  class  while  practising  the  copy  should  be 
pointed  out  and  corrected  at  the  blackboard.  Gen- 
eral faults  in  writing  would  be  corrected  by  writing 
the  copy  upon  the  blackboard  in  such  a  manner  as 
to  magnify  the  fault,  and  then  show  how  it  can  be 


HINTS   UPON   TEACHING   WRITING.  353 

best  corrected.  For  instance,  the  bad  effect  of  dis- 
proportion in  size  of  letters  can  be  strikingly  illus- 
trated by  writing  the  copy,  thus  : 


Having  care  to  make  each  letter,  by  itself,  as  nearly 
perfect  as  possible,  showing,  thereby,  that  perfect  let- 
ters alone  cannot  make  good  writing.  The  correc- 
tion of  this  fault  can  be  greatly  aided  by  ruling  a 
guide  line  for  the  top  of  the  letters. 

At  the  next  lesson  illustrate  the  bad  effect  of  un- 
even spacing,  thus  : 


At  the  following  lesson   we   would   present    the 
special  beauty  of  a  variety  in  slant  in  writing,  thus  : 


Slant,  though  quite  different,  will  not  be  specially 
conspicuous  in  the  contracted  letters,  but  may  be 
made  to  appear  strikingly  so  by  drawing  extended 
lines  through  the  parts  of  the  letters,  thus : 


354      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

We  then  illustrate  all  the  essential  qualities  of  cor- 
rect writing,  by  writing  the  copy  correctly  upon  a 
scale,  thus : 


.// 
/ 


This  method  pursued  earnestly  through  a  course 
of  even  twenty  lessons  will  not  fail  to  secure  to  the 
attentive  pupil  not  only  marked  improvement,  but 
will  so  discipline  his  eye,  and  idea  of  the  corn-.-t 
forms  and  cnaractcristics  of  good  writing,  that  he 
can  scarcely  fail  of  ultimately  writing,  with  facility, 
a  legible  and  graceful  hand. 


LECTUEE  XXVm. 

HINTS   UPON   TEACHING   MAP-DKAWING. 

DRAWING  is  now  regarded,  by  the  foremost  teach- 
ers, as  the  most  effective  method  of  fixing  the  form  of 
any  object  in  the  mind.  It  is  practised  with  profit 
in  the  study  of  all  the  common  branches,  and  in  no 
other  is  it  found  to  be  more  helpful  than  in  the  study 
of  geography.  The  old  method  of  learning  geog- 
raphy by  memorizing  boundary  lines,  and  long  lists 
of  names  of  places,  is  giving  way  to  the  more  sensible 
method,  —  map-drawing. 

As  the  object  of  this  lecture  is  simply  to  help 
those  who  have  had  no  instructions  in  map-drawiug, 
I  shall  not  attempt  to  fully  discuss  this  subject,  but 
rather  to  give  some  helpful  hints,  hoping  thereby  to 
lead  teachers  and  pupils  to  form  such  a  taste  for  map- 
drawing  that  they  will  wish  to  follow  it  further.  The 
method  that  I  present  is  known  as  "  Apgar's  System 
of  Free-Hand  Map-Drawing,"  which  is  a  plain 
method,  a  method  well  suited  to  the  work  of  our 
country  schools.  The  illustrations  presented  are 
taken  from  "  Apgars'  Geographical  Drawing  Book." 
They  are  original,  and  have  been  patented,  but  are 
used  here  by  permission  of  the  patentees  and  au- 


356       GRADUATING   SYSTEM    FOR   COUNTRY    SCHOOL- . 

thors,  Messrs.  E.  A.  and  A.  C.  Apgar,  of  Trenton, 
New  Jersey.  The  cuts  for  those  illu.strations  were 
furnished  by  the  publishers  of  the  above-named 
honk, — Messrs.  Cowperthwait  &  Co.,  Philadelphia. 
Most  of  the  suggestions  which  follow  are  also  taken 
from  the  foregoing  work,  but  neither  suggestions  nor 
illustration*  are  arranged  in  the  exact  order  in  which 
the  authors  placed  them. 

The  study  of  geography  consists  largely  in  a 
study  of  tin*  form  and  locality  of  the  features  of  the 
earth's  surface.  Maps  give  a  much  better  idea  of  the 
form  and  locality  of  geographical  features  than  can 
bo  obtained  from  de-script  ions  only;  hen<  <  maps 
should  bo  among  tho  principal  objects  of  study  in 
geography.  That  form  is  easiest  remembered  which 
tho  hand  is  taught  to  trace.  Tho  exercise  of  the 
mind,  needed  to  teach  the  hand  to  trace  a  form,  im- 
presses that  form  upon  tho  mind.  As  tho  study  of 
maps  is  a  study  of  form,  tho  manner  of  studying 
them  should  be  by  map-drawing.  In  learning  to  draw 
map-,  the  pupil  n  'me  rule  or  «xuide  to  a»ist 

him  in  drawing  them  correctly,  and  also  to  enable 
him  to  judire  of  their  accuracy  when  drawn.  This 
assistance  i>  l.e.-t  ail'urded  by  the  U8O  of  geometrical 
figures  or  diagrams.  The  diagram  used  in  each  case, 
in  order  to  answer  tho  purpose  intended,  should  bo 
so  constructed  as  to  coincide  as  nearly  as  possible  in 
its  outline  with  tho  boundaries  of  the  map  to  be 
drawn.  By  the  relative  lengths  of  the  lines  of  which 
it  is  composed,  it  should  express  the  general  laws  of 
form  of  the  map  it  is  intended  to  accompany,  and 


HINTS    UPON    TEACHING   MAP-DKAWING. 


357 


by  its  angles  and  division  marks  the  position  of 
prominent  features  should  be  determined.  However 
complex  and  irregular  the  map  may  be,  the  diagram 
should  be  so  simple  that  it  can  be  readily  constructed 
and  easily  remembered  by  the  pupils.  In  the  con- 
struction of  the  diagrams  used  for  drawing  the  conti- 
nents, the  first  line  in  each  case  serves  as  a  measure 
for  determining  the  lengths  of  the  other  lines. 

I  present  here  a  diagram  of  North  America,  with 
directions  for  drawing  it.     By  comparing  this   dia- 
gram with  a  map  of  North  America  it  will  be   seen 
that  they  nearly  agree  in  outlines. 
A 


DIAGRAM  OF   NORTH   AMERICA. 


358      GRADUATING    SY-IKM    FOR   COUNTRY   SCHOOLS. 

DIRECTIONS  FOR  DRAWIXO. —  Diagram.  —  1.  Draw  a 
quadrant,  and  divide  it  into  four  equal  parts,  as  represented 
in  Fig.  1.  Through  the  first  division  point  at  2,  and  the 
right  angle  at  a,  draw  the  first  line  of  the  diagram  the  length 
desired  for  the  map. 

2.  From  the  centre  of  this  line  draw  the  line  CD  at  riirht 
angles  with  it,  and  one  half  its  length.    Connect  A  and  />, 
and  n  and  D. 

3.  Extend  the  line  CD  toward  E,  making  the  whole  length, 
D  E,  equal  to  A  D  or  B  D,  and  draw  lines  from  A  to  E  and 
from  E  to  B. 

4.  Divide  the  line  A  E  into  four  equal  parts,  and  from  the 
upper  division  point,  at  I/,  draw  the  line  //  1  at  right  angles 
with  A  E,  and  equal  to  E  C  in  length.    Connect  A  and  /. 

5.  Divide  (lie  line  E 11  into  two  equal  parts,  and  from  its 
centre,  and  at  right  angles  with  it,  draw  the  line  (J  K  one 
half  the  length  of  E  C. 

Divide  the  lines  CD  and  CD  each  into  two  equal  parts, 
and  the  lines  A  D  and  DB  each  into  six  equal  parts. 

7.  Subdivide  the  lower  division  of  the  line  DB  into  Uiree 
equal  parts,  and  from  the  division  point  at  14  draw  a  line  to 
tin-  ri.uht  to  15 ;  and  from  15  draw  one  toward  the  south  to 
10  ;  and  from  1C  d  her  to  the  right  to  17,  —  making 

tin-  length  of  each  equal  to  two  thirds  of  the  distance  from  12 
to  B. 

It  will  be  observed  that  if  the  diagram  is  correctly  drawn, 
the  lines  A  D,  E  D,  and  B  D  are  equal  in  length,  and  the  line 
A  E  is  vertical* 


fig.  a. 

Fig.  2  represent*  a  convenient  ruler  for  pupils  to  OM  in  drawing  maps  upon 
the  blackboard.  It  1§  twenty  Inches  long,  and  divided  Into  halves,  thirds,  fourths, 
and  sixths.  A  similar  one,  six  Inches  long,  may  be  used  for  drawing  on  iflst*  or 
paper. 


HINTS   UPON   TEACHING   MAP-DRAWING.          359 


Fig.  3. 

Fig.  3  represents  an  easy  method  for  I  Fig.  4  represents  an  easy  method  for 
drawing  a  Quadrant.  |  trisecting  a  line. 

NOTE.  —  In  the  construction  of  diagrams,  and  in  the  division  of  lines, 
the  pupils  should  at  first  be  allowed  to  use  a  ruler,  such  as  the  one  rep- 
resented in  Fig.  2.  This  is  important,  in  order  to  insure  accuracy. 
After  some  practice,  however,  the  ruler  should  be  dispensed  with,  and 
the  figures  should  be  drawn  by  hand,  guided  only  by  the  eye. 

In  drawing  a  quadrant,  a  piece  of  crayon  held  between  the  thumb 
and  first  finger  may  be  made  to  describe  the  arc  around  the  end  of  the 
fourth  finger,  as  represented  in  Fig.  3.  A  vertical  and  a  horizontal 
line  drawn  from  the  centre  to  the  arc  will  complete  the  quadrant.  In- 
stead of  the  hand,  a  short  string,  with  a  piece  of  crayon  tied  to  the  end 
of  it,  may  be  used  ;  or  each  pupil  may  be  furnished  with  a  quarter  of  a 
circle,  cut  out  of  a  piece  of  writing-paper,  having  the  divisions  of 
quarters  and  sixths  marked  upon  it. 

In  dividing  a  line  into  thre?  equal  parts,  use  the  finger  of  one  hand 
and  a  crayon  in  the  other,  and  place  them  so  that  the  three  parts  ap- 
pear equal,  as  represented  in  Fig.  4. 

In  dividing  a  line  into  four  or  six  parts,  first  bisect  it,  and  then 
bisect  or  trisect  each  half. 

It  will  be  observed  that  the  different  lines  of  the  diagrams  are  drawn 
in  the  order  they  are  lettered,  and  that  the  divisions  are  made  in  the 
order  they  are  numbered. 

In  drawing  upon  paper  or  slate,  the  diagram  should  be  in  very  light 
lines.  For  blackboard  work,  the  figure  should  be  drawn  with  a  slate- 
pencil.  At  each  board  should  hang  a  rule,  a  triangle,  a  rubber,  and  a 
pointer. 

POSITION.  —  ^North  America  is  situated  north  of  the 
Equator,  and  is  joined  to  South  America  by  the  Isthmus 
of  Panama. 

EXTENT.  —The  greatest  length  of  the  continent,  extend- 


360      GRADUATING  SYSTEM  FOR  COUNTRY   SCHOOLS. 

ing  from  Point  Barrow,  on  the  north,  to  the  Port  of  Guate- 
mala, on  the  south,  is  4,800  miles.  This  length  is  represented 
by  the  first  line  of  the  diagram. 

GENERAL  FORM.  —  The  general  form  of  North  America 
is  triangular.  It  is  wide  toward  the  north,  and  narrow 
toward  the  south.  The  Arctic  and  Atlantic  coast  lines  are 
nearly  straight  in  their  general  directions,  while  the  Pacific 
coast  line  is  curved. 

POINTS  OF  COINCIDENCE.  —  The  position  of  Point  liar- 
row  is  determined  by  the. northern  angle  of  (he  diagram  ; 
Cape  Charles  by  the  eastern  angle ;  port  of  Guatemala  by 
the  southern  angle  ;  Bay  of  San  Francisco  by  the  western 
angle ;  and  the  western  extremity  of  Alaska  peninsula  by 
the  northwestern  angle. 

DRAWING  THE  MAP.  —  Arctic  Coast.  —  Commence  at 
Point  Harrow.  Make  the  mouth  of  the  Mackenzie  River  op- 
posite to  the  first  division  ;  Victoria  Land  on  the  second  ; 
the  mouth  of  Hudson  Bay  between  the  third  and  fourth,  and 
Ungava  Bay  and  Cape  Chidley  near  the  fifth  division.  The 
southern  extremity  of  James  Bay  touches  the  line  CD,  near 
its  centre. 

Atlantic  Count.  —On  the  line  D  £,  between  Cape  Charles 
and  the  first  division,  draw  the  Gulf  of  St.  Lawrence.  Make 
th«  peninsula  of  Nova  Scotia  without  the  line,  and  opposite 
tin-  first  division;  (  ;ipc  Cod  north  of  the  second,  and  Cape 
Fear  at  the  third.  The  western  shore  of  Florida  peninsula 
crosses  at  the  fourth  division.  The  mouth  of  the  Gulf  of 
Mexico  is  between  the  fourth  and  filth  divisions  ;  the  north- 
ern shore  crosses  the  line  CJi  near  its  centre,  and  the  •• 
ern  shore  is  on  the  line  E B.  .Cape  C'atochc  is  near  the  fifth 
division  and  the  shore  of  Central  America,  and  the  Isthmus 
of  Panama  follows  closely  the  zigzag  line  extending  from  12 
toll. 

Pacific  Coast.  —  Commence  at  Point  Barrow.  Draw 
Kotzebue  and  Norton  Sounds  without  the  line,  and  Bristol 
Bay  within.  Norton  Sound  is  near  the  centre  of  the  line. 
The  southern  shore  of  Alaska  follows  closely  the  line  /  //. 


HINTS    UPON   TEACHING    MAP-DRAWING.          301 

and  the  remaining  portion  of  the  western  shore  of  the  con- 
tinent deviates  but  little  at  any  one  point  from  the  lines  of 
the  diagram.  California  peninsula  extends  nearly  as  far 
south  as  the  angle  at  A",  and  the  eastern  shore  of  the  Gulf  of 
California  crosses  the  line  K  O  near  its  centre. 

NOTE.  —  It  will  be  observed  that  the  Lake  of  the  Woods  is  on  the 
line  CD,  midway  between  the  centre  and  C;  also  that  Lake  Erie  is 
midway  between  the  centres  of  the  lines  C  D  and  B  D,  or  between  the 
points  2  and  3  Qn  the  diagram. 

In  map-drawing  exercises  the  pupils  may  either  be 
required  to  describe  their  work  in  full,  without  the 
assistance  of  questions,  or  the  lessons  may  consist 
of  a  series  of  questions  and  answers.  After  the  dia- 
gram is  made  the  class  is  prepared  to  draw  the  map, 
—  first  with  the  atlas  in  hand,  and  afterwards  from 
memory.  Every  order  given  by  the  teacher  should 
be  executed  by  the  class  simultaneously,  and  with 
military  promptness  and  precision.  The  execution 
should  commence  immediately  after  the  last  word  of 
the  order  is  given.  Each  pupil  is  supposed  to  have 
his  own  diagram  on  the  board  upon  which  he  draws 
his  map. 

For  the  States  no  additional  diagram  is  used,  be- 
cause the  bounding  lines  are  generally  straight,  and 
they  themselves,  when  taken  together,  form  a  geo- 
metrical figure.  In  drawing  the  States,  therefore,  it 
is  only  necessary  to  select  one  of  the  straight  lines 
forming  the  boundary  for  a  measuring  unit.  The 
line  selected  should  be  a  convenient  measure  or  mul- 
tiple of  the  other  lines. 

In  conducting  exercises  in  map-drawing,  the  class 


362      GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

should  be  practised,  first,  in  drawing  upon  the 
blackboard,  under  the  immediate  direction  of  the 
teacher ;  second,  in  drawing  upon  slates,  their  work 
to  be  submitted  to  the  teacher;  and  third,  in  ex- 
ecuting maps  upon  paper,  to  be  presented  for  the 
criticism  of  both  the  teacher  and  the  class. 

Either  the  teacher  or  one  of  the  more  skilful 
pupils  should  execute  a  well-finished  and  accurate 
map  upon  the  blackboard.  From  this  drawing  — 
which  is  much  to  be  preferred  to  any  printed  outline 
map  —  the  class  may  recite  their  lesson  ;  :m<l  upon  it 
each  of  the  new  features,  as  they  are  learned  from 
day  to  day,  may  be  represented. 

It  is  well  to  accompany  every  lesson  in  map-draw- 
ing with  more  or  less  practice  in  rapid  sketching. 
In  order  to  excite  emulation  for  quick  work,  the 
lesson  may  be  drawn  on  the  lx>nrd  and  the  exercise 
timed  by  the  teacher.  Pupils,  by  practice,  will  soon 
be  able  to  draw  a  diagram  in  half  a  minute,  a  State 
in  from  half  a  minute  to  two  minutes,  and  a 
continent  in  from  three  to  live  minutes.  Concert 
recitations  should  frequently  accompany  rapid  sketch- 
ing. 

An  exercise  called  talking  and  chalking  will  l»r 
ibund  both  interesting  and  valuable.  The  pupil, 
while  he  is  drawing  a  map,  briefly,  and  iu  a  lively 
manner,  describes  the  features  as  he  represents 
them ;  his  verbal  explanations  all  the  while  keeping 
pace  with  his  illustrations  made  with  the  chalk. 

All  directions  and  exercises  in  map-drawing  .should 


HINTS    UPON   TEACHING   MAP  DRAWING.  363 

be  such  as  to  prepare  the  pupil  to  draw  rapidly,  ac- 
curately, and  without  the  copy. 

After  the  pupils  have  learned  to  draw  a  map  with 
sufficient  accuracy,  and  are  able  to  describe  satisfac- 
torily the  features  it  contains,  they  may,  with  the 
use  of  colors  and  India  ink,  be  taught  to  draw  and 
embellish  one  for  preservation.  Not  much  time,  how- 
ever, should  be  spent  in  producing  highly  orna- 
mented maps.  A  slate-pencil  and  slate,  lead-pencil 
and  paper,  white  crayon  and  blackboard,  are  all  the 
materials  usually  needed  in  map-drawing  exercises. 
Rapid  work,  and  much  of  it,  should  be  the  motto. 

Special  attention  should  be  directed  to  the  method 
employed  for  representing  the  population  of  cities 
and  the  heights  of  elevations.  The  symbols  used 
will  greatly  assist  the  memory  in  retaining  the^e  facts. 
Special  lessons  may  be  given  to  teach  their  meaning. 
Their  use  should  be  required  in  all  map-drawing  ex- 
ercises. 

I  will  conclude  this  subject  by  presenting  two 
pages  of  symbols ;  one  showing  the  signs  used  to 
represent  the  population  of  cities  and  towns,  and  the 
other  the  signs  used  to  represent  the  elevation  of 
mountains. 


364      GRADUATING  SYSTEM   FOR  COUNTRY   SCHOOLS. 


EXPLANATION  OP  THE  SIGNS 

USED  TO  REPRESENT   THE   POPULATION  OP  THK 

CITIES  AND  TOWtfS. 


FIRST  CLASS. 

In  the  Pint  CLu<  onlf  one  Sign  I*  owd  Tb.  a  roond  dot. 
•  represent*  under  10.000  Inhabitant*. 


SECOND  CLASS. 

rach  Line  of  the  Second  Claw 
represent*  a  population  of  10.UUO. 


THIRD  CLASS. 

The  marking*  of  the  Third  Claw 
hare  a  Dot  in  the  centra.  Ea>  h 
Line  upon  this  Dot 
100000  population. 


m 


FOURTH  CLASS. 

The  marking*  of  the  Fourth  Claw  hare  a  Dot  and  Circle  (  •  )  In 
the  centre.  Lach  Line  upon  tui*  Dot  and  Circle  reproMOta  1.000.UOO 
InhabitauU. 


.4.000,000 


fjtttm  Patented  October  16th,  1869. 


HINTS   UPON   TEACHING  MAP-DRAWING.          365 


EXPLANATION  OF  THE  SIGNS 

USED  TO  REPRESENT  THE 

ELEVATION  OF  THE  MOUNTAINS. 


BANGES. 

Hill  and  Mountain  Ranges,  Like  the  Cities,  are  divided  into  Four 
classes.  The  First  is  represented  by  a  series  of  Parallel  Curves ;  the  Se- 
cond by  a  series  of  Interlocking  Curves;  the  Third  by  a  Waved  Line; 
and  the  Fourth  by  a  Zigzag  Line ;  as  follows: 


first  Class  or  Hills.— Under  2000  ft.  high. 

Second  Class, —Between  2000  &  8000  ft.  high, 
or  Between  %  and.1^  miles  high. 

Third  Class,— Between.  8000  &  16,000  ft  high, 
or  Between  1%  and  3  miles  high. 

Fourth  Class,  -Over  16,000  feet  high, 
or  over  3  miles  high. 


PEAKS. 

Tor  Peaks  under  one  mile  high  each  Curve  upon  the  right  represents 
One-Fourth  of  a  mile  Elevation}  for  those  one  mile  high  or  more,  each 
Line  upon  the  right  represents  One  Mile  in  Elevation  and  the  Lash 

underneath  One  Haifa  Mile. 

O    #  of  a  mile  high.  A     2>£  milfislugh, 


A    1  „       ..  A     4       „      .. 

A    1^  miles  high.  <^v     4%     „      „ 

Aa,,..  As.,,. 

System  Patented  October  16  fli.,  iSfid. 


LECTURE  XXIX. 

if 

HINTS    UPON    TEACHING   LETTER-WRITING    AND    BOOK- 
KEEPING. 

THE  pen  is  seldom  used  by  country  people  except 
in  writing  letters  and  keeping  accounts.  If  it  be 
true  that  children  ought  to  learn,  in  school,  what 
they  will  practise  in-  later  life,  then  it  is  evident  that 
they  should  there  learn  how  to  write  letters  and 
keep  accounts.  The  slipshod  style  of  writing  and 
directing  letters,  and  the  unsystematic  and  unsatis- 
factory manner  of  keeping  accounts,  seen  and  j 
tised  in  all  parts  of  the  country,  prove  that  these 
subjects  have  not  received  sufficient  attention  in 
public  schools.  In  many  schools  the  subject  of  let- 
ter-writing and  book-keeping  is  not  so  much  as 
hinted  at  by  the  teacher. 

In  order  to  present,  forcibly,  the  importance  of  a 
knowledge  of  letter-writing  viewed  from  a  business, 
social,  and  intellectual  standpoint,  I  offer  the  follow- 
ing extract  from  Westlake's  admirable  book,  "  II<>u 
to  Write  Letters,"  published  by  Sower,  Potts  &Co., 
Philadelphia :  — 

"As  letter-writing  is  the  most  generally  practised, 


LETTER-WRITING    AND   BOOK-KEEPING.          367 

so  also  it  is  the  most  important,  practically  consid- 
ered, of  all  kinds  of  composition.  This  will  more 
fully  appear  from  the  following  considerations  :  — 

"1.  Letter- writing  is  indispensable  in  business. 
All  persons  have  business  of  some  kind  to  transact, 
and  much  of  it  must  be  done  by  means  of  letters. 
To  be  able  to  write  a  good  letter  is  greatly  to  a  per- 
son's advantage  in  any  occupation.  Many  good  sit- 
uations are  obtained  by  teachers,  clerks,  and  others, 
on  account  of  this  ability,  and  quite  as  many  are 
lost  for  the  want  of  it. 

"2.  It  is  a  social  obligation.  We  are  naturally 
social  beings ;  and  pleasure,  interest,  and  duty 
equally  demand  that  our  friendships  and  other  social 
ties  should  be  maintained  and  strengthened.  In 
many  cases  this  can  be  done  only  by  means  of  let- 
ters. No  one  would  willingly  lose  out  of  his  life  the 
joy  of  receiving  letters  from  absent  friends,  nor 
withhold  from  others  the  same  exquisite  pleasure. 
It  may  be  stated,  also,  that  a  person's  social,  intel- 
lectual, and  moral  culture  is  indicated  in  his  letters 
as  plainly  as  in  his  manners,  dress,  and  conversation; 
and  it  is  as  great  a  violation  of  propriety  to  send  an 
awkward,  careless,  badly  written  letter,  as  it  is  to 
appear  in  a  company  of  refined  people  with  swag- 
gering gait,  soiled  linen,  and  unkempt  hair. 

"3.  It  gives  intellectual  culture.  Letter  writing 
is  one  of  the  most  practical  and  interesting  exercises 
in  English  composition,  —  one  that  is  suitable  for 
persons  of  all  grades,  from  the  child  just  learning  to 


368       GRADUATING    SYSTEM   FOR  COUNTRY   SCIIOOI  >. 

write,  to  the  man  of  highest  attainments.  It  a  (lords 
exercise  in  penmanship,  spelling,  grammar,  diction, 
invention,  — in  short,  in  all  the  elements  of  com; 
tion ;  and  gives  ease,  grace,  and  vivacity  of  style. 
Many  who  have  become  distinguished  in  other  kinds 
of  writing,  have  acquired  much  of  their  power  and 
fluency  of  expression  by  their  practice  of  writing 
letters.  Of  these  Robert  Burns  is  a  notable  exam- 
ple. In  fact  the  letters  of  distinguished  men  and 
women  form  a  distinct  and  important  department  of 
literature  ;  and  some  who  are  recognized  as  .standard 
authors  would  long  ago  have  been  forgotten  but  for 
their  admirable  correspondence." 

It  is  not  my  purpose  to  suggest  that  letter-writing 
should  be  made  a  branch  of  study  in  tlfc  common 
school  course,  but  rather  to  insist  that  the  t earlier 
should  be  familiar  with  the  best  forms  of  directing, 
heading,  introducing,  and  concluding  letters,  and 
that  ho  should  occasionally  present  these  forms  for 
the  benefit  of  his  pupils.  A  pleasing  and  profitable 
e\rreise  of  fifteen  or  twenty  minutes  may  be  had  in 
the  school-room,  once  a  week,  by  present  inir  upon 
the  blackboard  any  separate  part  of  the  subject  of 
letter-writing.  In  order  to  make  this  matter  clear, 
I  oiler  some  illustrations  of  the  method  by  whieh 
letter-writing  may  be  taught.  The  quotations  whieh 
I  make,  and  the  models  which  I  present,  were  all 
taken,  by  permission,  from  Wcstlake's  "How  to 
Write  Letters."  The  cuts  for  the  models  were  fur- 


LETTER-WRITING   AND   BOOK-KEEPING.  369 

nished  by  Messrs.  Sower,  Potts  &  Co.,  Philadelphia, 
publishers  of  the  above-named  book. 

Let  the  teacher  take  up,  for  the  first  lesson,  the 
subject  of  the  "superscription"  which  is  the  outside 
address  that  is  put  upon  the  envelope.  In  order 
that  the  lesson  may  seem  to  be  a  reality,  each  pupil 
should  have  several  envelopes.  The  teacher  may 
then  draw  upon  the  blackboard  the  form  of  three  or 
four  envelopes,  with  directions  upon  each,  and 
accompany  the  same  with  instructions,  while  his 
pupils  direct  and  stamp  real  envelopes.  Old  stamps 
may  be  used  for  this  purpose.  The  following  in- 
structions and  forms  may  be  presented. 

If  the  person  addressed  lives  in  the  country  or  in 
a  small  town,  the  following  form  should  be  used :  — 


<7 


Whenever  it  is  desirable  that,  in  case  the  letter 
should  not  be  called  for  within  a  certain  period,  it 
shall  be  returned  to  the  writer,  the  following  form 
may  be  used  :  — 


370      GRADUATING   SYSTEM    FOR   COUNTRY    SCHOOLS. 


If  not  ««Iled  for  la  trn  J»j§.  return  to 

ELDREDGE  *   BROTHER, 
IT  Hoar.  8iT.rr« 


If  the  person  addressed  lives  in  a  city,  this  fmni 
should  be  used. 


The  following  rules  and  suggestions  for  directing 
letters,  punctuating  the  superscription,  and  affix inu: 
the  stamp  upon  the  envelope  may  be  either  pl:uv<l 
upon  the  blackboard  or  read  aloud  to  the  pupils  :  — 

"  1.  The  name  should  be  a  trifle  below  the  middle 
of  the  envelope,  and  should  begin  near  the  left  edge, 


LETTER-WRITING   AND   BOOK-KEEPING.  371 

sometimes  close  to  the  edge,  sometimes  one  or 
two  inches  from  it,  according  to  circumstances  ;  and 
the  other  parts  should  be  written  at  equal  distances 
under  it,  each  a  little  farther  to  the  right,  so  that  the 
last  part  (State)  shall  come  near  the  lower  right- 
hand  corner. 

"2.  Put  a  period  after  every  abbreviation  and 
after  the  last  word.  Put  a  comma  after  each  item 
(that  is,  each  line  if  properly  written),  except  the 
last.  If  a  title  is  added  to  the  name,  put  a  comma 
between  the  name  and  the  title ;  if  two  titles  are 
added  put  a  comma  between  them. 

"3.  Place  the  stamp  on  the  upper  right-hand  cor- 
ner of  the  envelope  at  about  one  eighth  of  an  inch 
from  the  end  and  half  as  far  from  the  top.  It  does 
not  look  well  when  placed  close  to  either  edge. 
Why  this  is  so  we  cannot  tell,  but  that  it  is  so  is 
undeniable.  Perhaps  it  is  for  the  same  reason  that 
a  picture  looks  best  with  a  white  margin  all  around. 
The  stamp  is  a  picture,  and  should,  of  course,  be 
right  end  up." 

The  following  note  of  warning  cannot  be  too  care- 
fully impressed  upon  the  minds  of  pupils  :  — 

"  A  letter  wilt  not  be  forwarded  unless  it  is  pre- 
paid at  least  three  cents.  About  400,000  letters  are 
every  year  sent  to  the  dead-letter  office  because  they 
are  not  properly  stamped.  The  superscription 
should  be  plainly  and  legibly  written,  especially 
the  name  of  the  post-office  and  the  State.  If  the 
name  of  the  State  is  short,  write  it  in  full;  and  if 


372     GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

abbreviations  are  used,  take  care  to  form  the  letters 
correctly.  Pa.  andVa.,  Perm,  and  Tenn.,  N.  Y. 
and  N.  J.,  are  particularly  liable  to  be  confounded. 
Hundreds  of  letters  are  sent  to  Trenton,  N.  Y.,  that 
were  intended  for  Trenton,  N.  J.,  and  vice  v< 
Often  letters  are  missent  on  account  of  sheer  < 
lessness  on  the  part  of  the  writer.  Of  the  3,000,000 
or  4,000,000  letters  that  go  to  the  dead-letter 
office  every  year,  about  70,000  are  not  properly 
directed,  and  between  3,000  and  4,000  have  no 
directions  whatever." 

At  the  conclusion  of  the  lesson  each  pupil,  after 
writing  his  name  upon  the  back  of  his  envelope^, 
should  deliver  them  to  the  tca<  IM  r,  who  may  examine 
them  at  his  leisure  and  use  the  time  of  the  next 
week's  lesson  in  commendations  and  criticisms  upon 
these  envelopes,  after  which  they  may  be  returned 
to  the  pupils. 

The  teacher  may  take,  at  another  lesson,  the  sub- 
ject of  the  "Heading  of  Letters,"  which  is  a  state- 
ment of  the  place  where,  and  the  time  when,  the  let- 
ter is  written.  Each  pupil,  for  this  lesson,  should 
be  supplied  with  several  sheets  of  letter-paper.  The 
teacher  may  then  place  upon  the  blackboard  the 
following :  — 


LETTER-WRITING   AND   BOOK-KEEPING.          373 

MODELS    OF    HEADING. 
Model  1. 


Model  2. 


Model  3. 


Model  4. 


If  preferred,  this  heading  may  be  arranged  as  fol 
lows  :  — 


Model  5. 


Model  6. 

Kesidence  and  date  at  the  bottom. 

Place  of  signature, 


374    GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

These  several  models  of  heading  should  be  copied 
by  each  pupil,  on  as  many  sheets  of  letter-paper, 
according  to  the  following  directions  :  — 

wOn  ruled  paper,  the  heading  should  he«rin  <>n  the 
first  line,  a  little  to  the  left  of  the  middle;  and  it 
m.iv  occupy  one,  two,  or  three  lines  (never  more 
than  three),  according  to  < -in •uni»tanccs.  If  tin 
paper  is  not  ruled,  the  positions  should  he  the  same 
The  parts  of  the  heading  should  be  separated  b^ 
comma-,  and  a  period  should  be  placed  at  the  end 
of  the  headiuir,  and  after  each  abbreviation." 

While  tin-  pupils  arc  copying  the  foregoing  models 
the  teacher   may  go  among  them   and  irivc  IK  < 
instruct  inns.     At  the  conclusion  of  this  lesson,  pupils 
should  be  directed  to  preserve  carefully  the  sheet 
paper  containing  these  models  to  be  used  at  se\ 
Mil>>c<jucnt  lessons. 

At  another  time  the  teacher  may  take  up  the  sub- 
ject of  the  *  Introduction  of  Letters,"  which  coosistfl 
of  the  address  and  the  salutation.  The  address, 
when  complete,  consists  of  the  name  and  title  of  the 
>ii  written  to  and  his  directions.  The  salutation 
is  the  term  of  politeness,  respect,  or  affection  with 
which  we  introduce  a  letter;  such  as,  Dear  Sir,  My 
dear  /'/•//  ///,  J/y  dear  and  honored  Father,  etc. 

In  order  to  make  the  matter  more  clear,  let  the 
teacher  place  upon  the  blackboard,  for  the  pupils  to 
copy,  several  of  the  following  models  of  introduction. 
Pupils  >hould  use  the  paper  which  contains  the  head- 
ings presented  in  the  last  lesson. 


LETTER-  WRITING   AND   BOOK-KEEPING. 


375 


MODELS   OF   INTRODUCTION. 
Model  1.— Business  Form. 


£4 


NOTE. — The  body  of  the  letter  usually  begins  under  the  end  of  the 
salutation,  but  when  the  address  is  long,  as  in  the  above  model,  it 
may  begin  in  the  same  line  as  the  salutation,  in  which  case  a  dash 
must  precede  it.  Thus : — 

Model  2.— Business  Form. 


£60 


NOTE, — It  will  be  observed  that  in  Model  1  the  salutation  begins 
under  the  initial  figure  of  the  second  line,  while  in  Model  2  it  begins 
under  the  initial  letter  of  the  first. 

Model  3. — Business  Form. 


376     GRADUATING   SYSTEM  FOR  COUNTRY  SCHOOLS. 

Or  it  may  be  arranged  as  follows  :  — 

Model  4.—  Busincst  Form. 


Model  5.—  Butinfu  Form  (to  a  Lady). 


If  the  Udy  were  mwried,  Madam,  or  Dear  Madam,  would  follow 
the  address,  M  in  Model  8. 

Model  0.—  Official  Form 


df  &€Vt*e 

4a  -I  i 


LETTER-WRITING   AND   BOOK-KEEPING.  377 


Model  7.— Social  Form. 


/  •    /  / 

S&frmZ  ^4W&4    •Ut'616    4L&tsU 

v.&*z,    -e^c. 


S 

When  the  name  of  the  correspondent  is  not  given  at  the  top 
(as  in  Models  7,  9,  and  10),  it  should  be  written  at  the  bottom. 

In  addressing  a  member  of  the  religious  society  of  Friends, 
no  title  is  used. 

Model  8.— Social  Form  (Formal). 


Model  9.—  Social  Form  (Domestic). 


/      j 

.  wiA&cij  •&£&. 

v 


Model  10.—  Social  Form  (Familiar). 


* 


378  GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOI 

The  teacher,  at  another  time,  may  take  up  the 
subject  of  the  "  Conclusion  of  Letters."  The  follow- 
ing definitions  and  suggestions  may  aid  him  in  pre- 
senting this  subject :  — 

"  What  is  technically  known  as  the  conclusion  of  a 
letter  is  that  which  is  added  after  the  communication 
itself  is  finished.  It  consists  of  the  complimentary 
close,  the  signature,  and  sometimes  (when  not  at 
the  top)  the  address  of  the  person  written  to.  The 
complimentary  close  is  the  phrase  of  courtesy,  re- 
spect, or  endearment  used  at  the  end  of  a  letter.  As 
in  the  salutation,  the  particular  wonl-  u^.-<l  van- 
according  to  circumstances.  Social  letters  admit  of 
an  almost  infinite  variety  of  forms  of  complimentary 
close.  In  business  letters,  or  letters  of  any  kind 
written  to  strangers  or  mere  acquaintances,  the  cu>- 
tomary  form  is  'Yours  truly,'  or  'Yours  respect- 
fully.' These  may  l>e  emphasized  by  very,  as 
'Yours  very  truly,'  or  varied  by  inversion,  u 
'  Truly  yours.'  Official  letters  have  a  more  stately 
and  formal  close. 

"Every  letter  should  be  signed  in  a  plain,  dear 
hand,  and  if  it  contains  anything  of  importance,  the 
name  should  be  written  in  full.  If  the  writer  i-  a 
lady,  she  should,  in  writing  to  a  >t  ranger,  so  sign  her 
name  as  to  indicate  not  only  her  sex,  but  also 
whether  she  is  married  or  single. 

"  The  complimentary  close  is  written  on  the  next 
line  below  the  end  of  the  letter  proper.  If  too  long 
to  look  well  in  one  line,  it  may  occupy  two,  or  even 


LETTER-WRITING    AND    BOOK-KEEPING.  370 

three  lines.  The  signature  is  written  on  the  next 
line  below  the  complimentary  close,  near  the  right- 
hand  edge  of  the  sheet.  The  close  and  signature 
must  be  arranged  similar  to  the  parts  of  the  heading 
and  introduction  ;  that  is,  they  must  present  a  regu- 
lar slope  downward  and  to  the  right.  A  comma  is 
required  after  the  complimentary  close,  and  a  period 
after  the  signature.  If  the  close  is  long,  other  points 
may  be  required,  as  may  be  seen  by  consulting  the 
models  given  below.  The  address,  when  placed  at 
the  bottom,  is  punctuated  the  same  as  when  placed 
at  the  top  of  the  letter." 

In  order  that  the  forms  of  concluding  letters  may 
be  fully  impressed  upon  the  minds  of  pupils,  the 
teacher  may  write  upon  the  blackboard,  and  allow 
his  pupils  to  copy,  upon  the  lower  part  of  the  sheets 
used  at  the  former  lessons,  the  following :  — 


MODELS   OF   CONCLUSION. 
(The  dotted  line  stands  for  the  last  line  of  the  letter.) 

Model  1. 


380    GRADUATING    SYSTEM   FOR   COUNTRY   SCHOOLS. 
Model  2. 


f 


Model 


Model5.-TFt<ADa(«. 


LETTER- WRITING   AND   BOOK-KEEPING.  381 

The  teacher  may  take,  at  another  time,  the  sub- 
ject of  the  "  Body  of  Letters."  The  following  defini- 
tions and  suggestions  are  intended  to  aid  in  the  pres- 
entation of  this  subject :  — 

"  The  body  of  the  letter  is  the  communication 
itself,  exclusive  of  the  heading,  introduction,  and 
conclusion."  This  part  of  the  letter  is  an  original 
composition,  and  the  writer  ought  not  to  be  ham- 
pered by  stereotyped  phrases.  The  pupil,  however, 
needs  instructions  in  this  as  in  other  kinds  of  compo- 
sition, and  may  be  greatly  aided  by  the  following 
directions :  — 

"A  blank  margin  should  always  be  left  on  the 
left-hand  side  of  each  page,  —  not  on  the  right.  The 
width  of  this  margin  should  vary  with  the  width  of 
the  page.  On  large  letter-paper  it  should  be  about 
an  inch ;  on  note-paper,  about  three  eighths  of  an 
inch.  Indeed,  if  the  sheet  is  quite  small,  a  quarter 
of  an  inch  will  answer.  A  margin  that  is  too  wide 
looks  worse  than  one  that  is  too  narrow.  The  mar- 
gin should  be  perfectly  even.  Letters,  as  well  as 
other  compositions,  should  be  divided  into  para- 
graphs, if  they  speak  of  different  and  disconnected 
things.  For  example,  if,  after  speaking  of  affairs 
at  home,  the  writer  turns  to  speak  of  himself,  he 
should  make  a  new  paragraph,  Do  not  make  too 
many  paragraphs.  Sometimes  persons  make  the 
mistake  of  making  a  paragraph  of  every  sentence. 
It  is  a  matter  that  depends  wholly  on  the  sense.  A 
letter  may  consist  of  only  a  single  paragraph.  On  a 


382     GRADUATING   SYSTEM    FOR   COUNTRY    SCHOOLS. 

large  letter-sheet,  the  paragraphs  should  begin  about 
an  inch  to  the  right  of  the  marginal  line,  that  is,  the 
line  of  writing;  on  note-paper,  they  should  begin 
about  three  fourths  of  an  inch  to  the  right  of  this 
line. 

"  Letter-writ  ing  presupposes  the  ability  to  write  a 
legible  hand.  But  we  should  not  bo  satisfied  with 
mere  legibility ;  wo  should  endeavor  to  attain  to 
neatness  and  elegance.  A  letter  should  be  regarded 
not  merely  as  a  medium  for  the  communication  of 
intelligence,  but  also  as  a  work  of  art.  As  beauty 
of  words,  tone,  :'.nd  manner  adds  a  charm  to  speech, 
so  elegance  of  materials,  writing,  and  general  appear- 
ance enhances  the  pleasure  bestowed  by  a  letter." 

At  the  co!iclu>ion  of  these  suggestions  each  pupil 
may  bo  requested  to  write,  within  the  coining  week, 
a  letter  directed  to  the  teacher,  using  ono  of  the 
forms  heretofore  given,  and  these  several  letters 
should  form  the  subject  of  the  next  lesson. 

I  have  given  a  glimpse  of  the  subject  of  letter- 
writing  in  hope  that  teachers  and  pupils  may  be  led, 
thereby,  to  follow  it  further.  Scveial  interesting 
features  connected  with  the  subject  ol  correspond- 
ence have  not  been  named,  among  which  I  merely 
mention  notes  of  ceremony  and  compliment,  and 
cards  of  invitation.  I  shall  now  offer  a  few  sugges- 
tions on  the  subject  of  boojv-kceping. 

That  all  young  people  should  receive,  in  school, 
at  least  sufficient  instructions  on  the  subject  of  book- 
keeping to  enable  eavh  one  to  keep  his  own  accounts, 


LETTER- WRITING   AND   BOOK-KEEPING.  383 

no  fair-minded  person  will  deny.  The  want  of  this 
knowledge  has  produced  dissensions  in  communities 
and  furnished  work  for  the  courts. 

It  is  not  my  purpose  to  discuss  book-keeping  in  its 
broadest  sense,  but  rather  to  suggest  the  method  by 
which  teachers  may  give  their  pupils  a  practical 
knowledge  of  this  subject  without  interfering  with 
other  studies.  Every  thoughtful  teacher  is  aware 
that  there  are  times  when  pupils  become  tired  of  the 
regular  recitations,  —  times  when  it  is  better  to 
depart  a  little  from  the  daily  programme.  Such 
occasions  may  be  used  by  the  skilful  teacher  in 
presenting  practical  lessons  in  the  work  of  keeping 
accounts. 

Suppose,  as  the  first  lesson,  each  pupil  is  permitted 
to  open  an  account  with  his  teacher.  The  teacher 
may  present  upon  the  blackboard  the  form  of  keep- 
ing accounts  in  a  ledger,  by  single  entry,  and  each 
pupil  may  rule  a  sheet  of  paper  for  the  purpose. 
The  teacher  may  then  write  upon  the  board  the 
names  and  number  of  the  several  articles  which  he 
wishes  to  purchase  of  each  pupil,  and  the  names 
and  number  of  the  several  articles  which  he  wishes 
to  sell  to  each  pupil,  and  the  price  of  each 
article.  Each  pupil  may  copy  the  charges  and 
credits  and  carry  out  the  amounts.  The  teacher 
may  then  call  for  settlement  in  order  to  see  how  his 
account  stands  with  each  pupil.  Such  a  lesson  will, 
to  children,  appear  to  be  almost  a  reality,  and  they 
will  exercise  great  care  in  their  calculations.  After 


384      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

each  pupil  states  how  his  account  stands,  the  several 
sheets  may  be  handed  to  the  teacher  for  inspection 
and  criticism. 

At  another  time  the  teacher  may  present  the 
method  of  keeping  the  day-book;  at  another  the 
method  of  posting  the  book,  and  at  another  time  (he 
mode  of  properly  indexing  the  ledger.  Blank  book* 
with  paper  backs  may  be  procured  at  very  little 
cost,  and  used  by  the  pupils  as  though  they  v. 
actively  engaged  in  business.  Pupils  may,  by  this 
method,  under  the  training  of  a  skilful  teacher,  soon 
«rain  a  practical  knowledge  of  the  subject  of  single- 
entry  book-keeping. 

Teachers  may,  by  a  like  method,  give  their  pupils 
a  fair  knowledge  of  the  form*  of  written  instruments 
in  l)ii  si  ness,  such  as  receipts,  promissory-notes, 
agreements,  deeds,  and  wills. 

The  common  people  cannot  well  afford  to  sen  1 
their  children  away  from  home  to  commercial  eol- 
legcs,  therefore  the  country  school  should  furnish  a 
fair  business  education. 


LECTURE   XXX. 

HINTS   UPON   GRADING   COUNTRY    SCHOOLS. 

IN  offering  suggestions  upon  the  subject  of  grading 
country  schools,  I  shall  not  attempt  to  present  a 
stereotyped  form,  suitable  for  all  the  States,  but 
rather  to  point  out  a  flexible  method  by  which  all 
schools  may  be  graded. 

As  the  method  of  gaining  knowledge  in  infancy 
and  the  method  of  gaining  knowledge  in  mature 
manhood  ought  to  be  one  and  the  same,  so  the  method 
of  grading  colleges  and  country  schools  ought  to  be 
alike.  The  country  school  is,  indeed,  sometimes 
called  the  "People's  College."  In  a  college  the 
course  of  study  is  prescribed  by  officials,  and  the 
classification  of  pupils  is  made  and  carried  out  by 
instructors.  While  the  courses  of  study  in  various 
colleges  may  be  somewhat  similar,  and  the  methods 
of  grading  in  all  of  them  may  be  nearly  alike,  yet 
this  work,  in  each  one,  is  performed  by  its  own 
officers  and  teachers.  Neither  Harvard  nor  Yale 
would  undertake  to  prescribe  a  curriculum  for  the 
Virginia  University,  or  insist  upon  indicating  a  speci- 
fied method  of  grading  its  classes.  Each  school 
maintains  its  own  individuality. 

25 


.386  GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOL-. 

If  we  wish  to  make  all  the  country  schools  of  a 
State  as  one  working  school,  then  there  should  be 
a  uniform  course  of  study  and  system  of  grading  in 
all  the  country  schools  of  the  State.  And  this  is  the 
plan  that  is  now  finding  favor  in  the  eyes  of  the  fore- 
most educators. 

The  National  Educational  Association,  at  its  meet- 
ing in  Philadelphia,  July  31,  1879,  passed  a  resolu- 
tion calling  the  attention  of  State  superintendents  of 
public  instruction  throughout  the  United  States  to 
the  piopricty  of  adopting  a  graduating  system  for 
country  schools,  since  which  time  initiatory  stops  have 
been  taken  in  several  States  for  the  grading  of  coun- 
try schools.  The  first  outline  of  ;i  graded  cour>< 
country  schools,  published  after  the  passage  of  the 
above  resolution,  was  prepared  for  the  schools  of  the 
State  of  Tennessee,  and  appeared  in  the  June  num- 
ber, 1880,  of  the  "American  .Journal  of  Kdueation," 
St.  Louis.  This  outline,  or  circular,  \\liirh  was  ftir- 
ni>hed  by  Hon.  Leon.  Trou>dale,  State  Miperintend- 
ent  of  Tennessee,  provides  not  only  for  the  grading 
of  country  schools,  but  for  the  graduation  of  pupils 
who  satisfactorily  complete  the  common  school  course 
of  study.  This  outline  is  too  long  to  bo  here  pre- 
sent rd  in  full,  but  I  ofler  Superintendent  Trousdalc's 
introduction  to  this  circular,  \\hicli  is  entitled  "Graded 
Course  of  Study  for  Country  Schools."  He  savs  : 
"What  the  schools  desire  and  need  is  a  plan, — 
a  system,  a  model,  a  guide-post.  This  we  now 
endeavor  to  supply  in  the  following  well-matured 


HINTS   UPON   GRADING   COUNTRY   SCHOOLS.       387 

schedule,  which  has  been  prepared  by  Professor  S. 
Y.  Caldwell,  superintendent  of  the  Nashville  public 
schools,  after  many  earnest  and  anxious  conferences 
and  comparisons  of  views  with  myself.  It  has  been 
my  earnest  desire,  for  the  last  four  years,  to  present 
such  a  working  plan  for  the  schools,  and  the  one  here 
presented  seems  to  be  sufficiently  practical  to  adapt 
itself  to  the  scope  and  genius  of  every  teacher  who 
is  sufficiently  interested  and  earnestly  alive  to  its 
great  utility,  and. to  the  new  and  progressive  life  it 
will  infuse  into  our  public  school  system.  It  furnishes 
a  sliding  scale,  so  to  speak,  of  sufficient  margin  for 
practical  working,  which  promises  to  adapt  it  to  the 
diversified  circumstances  and  attainments  of  the  pupils 
in  all  the  schools,  while  there  is  definiteness  and  sys- 
tem enough  to  supply  a  standard  by  which  each 
teacher  may  be  guided  while  giving  scope  to  his 
peculiar  ingenuity,  tact,  and  common-sense.  The 
general  qualifications  of  the  teacher  himself,  his  abil- 
ity, skill,  and  judgment,  must  mainly  be  relied  on  to 
execute  successfully  the  design.  These  suggestions 
are  especially  commended  to  those  who  agree  to  in- 
troduce the  proposed  plan  of  grading  and  granting 
certificates  to  those  who  complete  the  course.  It  is 
suggested  that  the  studies  authorized  to  be  taught  in 
public  schools  as  found  in  the  school  law,  be  arranged 
under  the  following  heads." 

(Then  follows  a  carefully  prepared  course,  in  the 
common  branches,  arranged  after  the  order  of  a  col- 
lege curriculum.) 


388   GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOL-. 

The  editor  of  the  "American  Journal  of  Educa- 
tion," St.  Louis,  in  the  number  from  which  the  fore- 
going extract  is  taken,  says  :  — 

"The  great  want  constantly  felt  in  country 
schools,  and  which  has  heretofore  been  regarded  as 
most  difficult  of  attainment,  indeed,  which  has  not 
yet  met  with  an  accepted  solution  in  any  of  the 
Mates,  is  the  regular  gradation  of  the  course  e>tal>- 
lished  by  law  for  our  public  schools,  so  as  to  admit 
of  llcxihility  and  margin  enough  to  brinir  within  the 
limits  of  classification  rural  schools  of  pupils  of 
uneven  attainments.  That  exact  grading  cannot  be 
attained  in  small  schools,  where  the  terms  are  short 
and  attendance  irregular,  seems  to  be  the  greatest 
difficulty  to  be  surmounted.  This  can  only  be  done 
by  allowing  a  largo  margin  in  the  possible  adjust- 
ment of  the  grades,  by  permitting  pupils  of  une.jual 
attainments  in  the  different  branches  to  alternate 
'their  studies  in  different  grades  until  they  have 
brought  up  their  attainment s  to  an  even  standard. 

"The  overwhelming  importance  of  making  a  begin- 
ning in  this  direction  juMities  the  essay  we  publish 
in  this  number  of  the 'Journal,1  by  Hon.  Leon.  Trous- 
dale,  State  superintendent  of  public  schools  in 
Tennessee,  who  has,  with  the  assistance  of  a  number 
of  the  leading  educators  of  the  State,  wrought  out  a 
graded  system  for  the  country  schools  which  is  so 
suggestive  and  valuable  that  our  teachers  in  all  the 
States  will  find  it  of  great  value. 

"  There  may  be  obstacles  which  will  confront  the 


HINTS   UPON   GRADING    COUNTRY    SCHOOLS. 


teacher  in  maintaining  a  systematic  grading,  partial 
and  disjointed  though  it  may  be,  yet  he  should  per- 
severe in  an  effort  so  well  worthy  of  a  triumph,  and 
which  will  render  his  work  so  much  more  satisfactory 
and  fruitful  of  good  results.  He  should  meet  each 
of  these  obstacles  with  tact,  patience,  and  concilia- 
tory firmness,  bringing  to  bear  upon  it  his  knowledge 
of  human  nature,  acquired  training,  and,  above  all, 
common-sense.  But  he  should  never  despair,  and 
should  constantly  persevere  in  the  effort  to  system- 
atize the  course  of  study  prescribed  by  law  into  a 
well-rounded  and  successive  development  of  mental 
training  and  knowledge.  He  may  not  immediately 
succeed  in  a  thorough  grading  of  his  whole  school, 
but  he  may  approximate  so  near  to  this  standard  that 
the  greater  number  of  his  pupils  shall  be  drawn  into 
the  plan  at  once,  and  those  who  are  left  straggling 
in  a  vain  and  obstinate  effort  to  direct  their  own 
studies  and  pursue  their  own  undigested  schemes, 
will,  after  a  while,  fall  into  line,  and  the  final  result 
will  justify  the  task  he  has  proposed  to  accomplish." 
A  movement  somewhat 'similar  to  that  in  Tennes- 
see has  recently  been  made  in  several  other  States. 
I  find  in  a  late  issue  of  the  "  Educational  Weekly," 
Chicago,  an  official  circular  from  the  State  superin- 
tendent of  Illinois,  accompanied  by  a  carefully 
graded  course  of  study  for  the  country  schools  of  the 
State.  This  circular  shows  how  the  subject  of  grad- 
ing country  schools  was  introduced  in  that  State,  and 
how  thoroughly  the  work  is  to  bo  carried  out,  so  I 


390      GRADUATING    SYSTEM    FOR   COUNTHV    SCHOOLS. 

present  it  here,  hoping  that  teachers  and  school 
officers  in  other  States  may  be  induced  thereby  to  do 
likewise. 

ILLINOIS  CIRCULAR  15. 

OUTLINE    OF  STUDY    FOR    THE    UNGRADED    SCHOOLS    OF 
ILLINOIS. 

DKPARTMKNT  OF  PUBLIC  INSTRUCTION, 

SPRINGFIELD,  ILL.,  Sept.  1, 1880. 

The  subject  of  a  course  of  study  for  the  ungraded  schools 
of  this  State  was  discussed  at  the  meeting  of  the  County 
Superintendents'  Association  of  Illinois,  held  at  Bloom  in::- 
tou,  December,  1879.  After  the  discussion,  a  committee 
was  appointed  to  prepare  an  outline  of  such  a  course  of 
Mu<l\.  and  the  State  superintendent  was  reque>i<  <!  t<>  have  it 
printed,  when  prepared,  and  to  send  a  copy  of  it  through  the 
county  superintendents  to  the  teacher  and  board  of  school 
din  ctors  of  each  ungraded  school  in  the  State. 

The  committee  have  prepared  the  following  outline  of 
study.  This  outline  is  earnestly  commendrd  to  county  super- 
intendents, M-hool  directors  and  teachers,  in  the  heliel  that 
it  will  contribute  to  the  usefulness  and  efficiency  of  the 
ungraded  schools  of  the  State. 

JAMES  P.  SLADK, 
•  rintemlent  of  Public  Instruction. 

Then  follows  a  graded  course  of  study,  signed  1  >  y 
James  P.  Slade,  Albert  G.  Lane,  ami  Mary  L.  Car- 
penter, committee.  This  course  is  somewhat  similar 
to,  but  in  some  respects  different  from,  the  course 
prescribed  for  the  schools  of  Tennessee. 

1  am  in  possession  of  a  riivulnr  dated  "  River 
Falls,  Pierce  County,  Wisconsin,  July  31,  1880," 


HINTS    UPON   GRADING    COUNTRY    SCHOOLS.       391 

issued  by  James  T.  McCleary,  county  superintendent, 
which  indicates  that  the  subject  of  grading  country 
schools  is  receiving  careful  attention  in  the  State  of 
Wisconsin.  I  quote  the  following  items  from  the 
foregoing  circular :  — 

"To'all  Friends  of  the  Common  Schools:  — 

"Having  felt,  as  a  teacher,  the  need  of  some  such 
arrangement,  we  have  spent  considerable  time  and 
thought  in  mapping  out,  for  the  common  schools  of 
Pierce  County,  the  following  course  of  study.  It  is 
based  upon  the  course  for  the  ungraded  schools  of 
Wisconsin,  outlined  by  a  committee  from  the  State 
Teachers'  Association,  headed  by  our  faithful  and 
efficient  State  superintendent.  We  propose  to  adapt 
to  the  ungraded  schools  a  system  that  has  long  been 
in  successful  operation  in  schools  of  higher  grade,  the 
two  main  features  of  the  system  being:  1.  A  defi- 
nite course  of  study;  2.  An  honorable  graduation 
of  those  who  complete  the  course.  '  Those  pupils  in 
the  several  schools  of  a  town  (township),  who  are 
recommended  for  graduation  by  their  respective  teach- 
ers, are  to  be  examined  by  the  county  superintend- 
ent, assisted  by  two  competent  persons.  To  those 
found  qualified,  the  common  school  diploma  will  be 
granted.  An  examination  will  take  place  annually 
in  each  town,  except  that  in  certain  cases  the  pupils 
from  two  towns  may  be  examined  together.  We 
offer  the  following  reasons  for  adopting  the  course 
of  study  and  graduation  plan  :  — 


302      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

"  1 .  The  course  contains  such  studies  as  the  pupils 
should  pursue. 

"2.  There  being  an  objective  point,  pupils  will 
work  more  faithfully,  attend  more  regularly,  :md 
remain  longer  in  school  than  they  would  otherwi-e 
do.  * 

"  3.  The  schools  can  be  governed  more  easily  and 
by  better  means. 

tf  4.  The  tendency  will  be  to  make  the  teacher's 
tenure  of  position  more  certain  and  la>tiiiir.  and  thus 
to  induce  persons  of  ability  to  remain  in  the.  profes- 
sion. 

"5.  A  better  standard  of  success  will  be  estab- 
lished. 

"  6.  Better  work  can  be  done  at  teachers'  meet- 
ings. 

"  7.  We  shall  be  preparing  to  take  advantage  of 
the  hiirh-M-hool  law. 

M  8.  Pupils  moving  from  one  place  in  the  county 
to  another  \\ill  'tit  into'  the  new  school." 

In  several  States  the  work  of  grading  country 
schools  has  been  curried  on  by  counties  working 
singly  and  separately.  This  method  is  good  as  for 
as  it  goes,  but  it  is  fragmentary,  and  slow  to  reach 
all  the  counties  of  the  State.  The  method  adopted 
in  Tennessee,  Illinois,  and  Wisconsin  makes  the 
work  of  grading  uniform  throughout  the  State. 

The  subject  of  grading  country  schools  should  be 
discussed  in  every  State  association  and  in  every 
county  institute,  and  a  committee,  consisting  of  the 


HINTS    UPON   GRADING   COUNTRY   SCHOOLS.       393 

foremost  educators  in  each,  should  be  appointed  to 
further  consider  and  report  upon  this  subject.  To 
aid  them  in  their  work  these  committees  should  pro- 
cure from  State  superintendents  where  gradation 
has  been  adopted,  copies  of  the  several  graded  courses 
of  study  for  country  schools.  The  reports  of  these 
committees  will  give  teachers  the  best  light  that  can 
be  obtained,  and  will  be  likely  to  lead  them  to  favor 
the  universal  adoption  of  the  graded  system  in  coun- 
try schools. 

Hon.  W.  K.  Pendleton,  State  superintendent  of 
West  Virginia,  occupies  high  ground  upon  the  sub- 
ject of  grading  country  schools.  In  his  official  report 
to  the  State  Legislature,  under  the  head  of  "  Graded 
Primary  Instruction,"  he  says  :  — 

"  There  ought  to  be  a  beginning,  a  regular  order 
of  progress,  and  an  end  to  the  primary  course  of 
instruction.  This  has  been  felt  by  some  of  our  best 
county  superintendents,  and  Superintendent  Wade, 
of  Monongalia  County,  has  succeeded  in  introducing 
a  method  in  the  schools  of  his  county  that  has  worked 
with  admirable  success.  But  so  long  as  it  is  left  to 
each  teacher  to  do  as  he  lists  with  respect  to  the 
organization  and  conduct  of  school  work,  we  can  have 

o 

but  little  system  or  uniformity  in  it.  I  suggest  that 
authority  be  given  to  prescribe  a  regular  course  of 
primary  instruction,  to  be  generally  followed  in  the 
schools,  with  provision  for  the  examination  and 
graduation  of  all  pupils  who  satisfactorily  complete 
it." 


394    GRADUATING   SYSTEM    FOR   COUNTRY    SCHOOLS. 

It  requires  no  prophetic  eye  to  see  that  the  country 
schools  of  the  several  States  are  yet  to  be  as  uni- 
versally graded  as  colleges  and  universities.  The 
importance  of  this  gradation  is  clearly  state.  1  by 
Superintendent  Parish,  of  New  Haven,  Conn.,  in  the 
following  paragraph,  which  I  copy  from  the  '"  National 
Journal  of  Education,"  Boston:  — 

"  Nothing,  perhaps,  contributes  more  effectually  to 
secure  unity  of  purpose  and  action  to  the  administra- 
tion of  our  school  *y>tcm,  titan  the  thorough  grada- 
tion of  studies  and  careful  classification  of  pupils 
according  to  capacity.  Let  it  not  be  inferred.  h«>w- 
evcr,  that  there  is,  necessarily,  what  is  often  <  h  i 
upon  public  schools  when  working  systematically, 
anything  like  'machine  work,1  to  the  exclusion  or 
hindrance  of  the  mental  culture  of  the  pupils.  Con- 
cert  of  action  is  appropriate  in  the  school-room  as 
el>e\vhere,  when  considerable  numlwrs  are  to  be 
treated,  both  as  a  physical  and  mental  drill;  and 
experience  has  proved  that  it  is  beneficial  to  the 
bodies  and  minds  of  the  pupils.  Naturally  dull  minds 
are  specially  benefited  by  acting  with  others  quicker 
than  themselves,  stimulated  by  the  combined  in- 
fluence of  compulsion  and  interest  in  a  pleasurable 


LECTURE  XXXI. 

SCHOOL  GOVERNMENT,  MANNERS,  AND  MORALS. 

GOVERNMENT,  manners,  and  morals  are  so  near 
akin  that  I  shall  not  try  to  separate  them.  Where 
manners  and  morals  are  bad,  good  government  is 
unattainable ;  but  where  manners  and  morals  are 
good,  government  will  take  care  of  itself. 

I  have  heretofore,  at  various  times,  spoken  of  the 
power  of  motives  in  maintaining  order ;  I  shall  now 
speak  of  penalties,  and  the  purposes  for  which  they 
should  or  should  not  be  used.  I  may  as  well  begin 
with  the  use  of  the  rod. 

The  clear-headed  educators  of  to-day,  with  few 
exceptions,  agree  that  the  use  of  the  rod  in  the  school- 
room, as  in  a  well-regulated  family,  should  generally 
be  permitted  but  seldom  practised.  In  case  of  a 
downright  rebellion  in  the  family  the  rod  may  be 
necessary,  but  a  wise  parent  never  uses  it  for  the 
purpose  of  producing  mental  or  moral  growth.  We 
have  but  to  open  our  eyes  in  order  to  see  that  the 
best  forms  of  family  government  are  neither  estab- 
lished nor  maintained  by  the  frequent  use  of  the  rod. 

The  school  is  the  supplement  to  the  family,  and 


GRADUATING   SYSTEM    FOR   COUNTRY   SCHOOLS. 

what  is  tmc  of  the  one  is  true  of  the  other.  The 
rod,  in  cases  of  emergency,  may  he  applied  in  the 
government  of  pupils,  hut  it  should  never  he  used 
as  an  incentive  to  study.  Close  observation  will 
convince  any  sensible  teacher  or  parent  that  les- 
learned  under  the  fear  of  tin*  lash,  like  food  foreed 
upon  the  stomach,  will  he,  by  nature's  law,  thrown 
oil*  undigested.  This  driving  method  cannot  he  long 
continued  \\iihont  producing  mental  dyspepsia.  Men- 
tal dyspepties  may  be  seen  all  over  the  land. 

\\  hat  has  been  said  of  the  rod,  is  in  sonic  degree 
applicable  to  all  school-room  penalties.  They  should 
be  used  only  in  the  government  of  the  school.  The 
rod,  I  may  further  say,  should  be  placed  at  the  far 
end  of  the  list  of  penalities.  Even  in  the  government 
of  pupils  penalties  should  be  u>ed  sparingly,  and  the 
teacher  who  is  not  sufficiently  skilful  to  govern  with- 
out frequently  re>orting  to  penalties,  ought  to  seek 
some  other  employment. 

But  some  one  may  here  say,  if  the  teacher  cannot 
<-<.tn/»el  his  pupils  to  study,  by  what  method  can  he 
induce  them  to  do  so?  I  answer  this  question  by 
quoting  the  language  of  Herbert  Speneer.  In  his 
book  entitled  "Education,"  he  says:  — 

"The  direct  gratification  consequent  on  activity, 
is  the  normal  stimulus  [to  the  acquisition  of  knowl- 
edge], and  under  good  management  the  only  needful 
stimulus.  AY  hen  we  are  obliged  to  fall  back  upon 
some  other,  wo  must  take  the  fact  as  evidence  that 
\NC  are  on  the  wrong  track.  Experience  is  daily 


SCHOOL   GOVERNMENT,    MANNERS,    AND   MORALS.    397 

showing  with  greater  clearness  that  there  is  always 
a  method  to  be  found  productive  of  interest,  —  even 
of  delight;  and  it  ever  turns  out  that  this  is  the 
method  proved  by  all  other  tests  to  be  the  right 
one." 

I  come  now  to  consider  the  subject  of  manners  and 
morals.  Of  the  importance  of  these  I  scarcely  need 
speak.  The  State  provides  a  system  of  schools  for 
the  purpose  of  so  training  its  youths  that  they  may 
become  good  citizens.  Now  if  good  manners  and 
morals  are  as  essential  to  the  citizen  as  good  scholar- 
ship is,  then  the  former  should  be  as  carefully  taught 
as  the  latter*.  That  this,  is  seldom  done  is  evident 
to  every  careful  observer.  Superintendent  W.  F. 
Phelps,  Winona,  Minn.,  says:  — 

"  The  experience  of  each  day  in  the  management 
of  our  public  schools  serves  only  to  deepen  the  con- 
viction that  their  efficiency  is  crippled  and  their  high- 
est usefulness  greatly  restrained  by  their  omission 
to  give  proper  attention  to  the  morals,  manners,  and 
general  behavior  of  their  pupils.  The  good  name 
of  the  schools,  the  welfare  of  the  children,  and  the 
good  order  of  the  community  alike  demand  1  hat  this 
department  of  instruction  should  be  elevated  to  its 
full  rank  in  the  administration  of  the  system.  We 
hear  much  said  about  the  lack  of  moral  instruction 
in  our  schools,  and  the  same  tongues  wax  eloquent 
frequently  in  their  glorification  of  so-called  '  scholar- 
ship '  as  the  chief  end  of  education,  without  offering 
a  single  practical  suggestion  as  to  how  we  are  to  teach 


398     GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

morals  and  manners.  When  the  boast  is  made  that 
nil  the  elements  of  excellence  except  scholarship  have 
been  excluded  from  the  estimate  of  our  school  work, 
it  is  time  for  all  thoughtful  men  to  pause-  and  ivll«-<-i. 
Scholarship,  when-  genuine,  is  good;  but  character 
is  Letter.  NO  school  ever  yet  made  a  great  scholar. 
That  is  the  work  of  a  lifetime  of  self-application. 
l>ut  schools  can  do  much  toward  laying  the  founda- 
tions of  a  noble,  useful,  virtuous  character,  and  that 
should  be  their  supreme  aim." 

Prof.  Pi.  !•'.  Sliaub,  president  of  the  Pennsylvania 
State  Teachers'  Association,  says :  — 

"The  moral  nature  should  receive  more  culture 
in  the  schools  than  it  gc- no  rally  docs;  and  ju>t  in 
proportion  as  parents  arc  careless  in  this  particular 
should  the  schools  1x3  more  careful.  N  ii 
leave  moral  culture  to  chance?  Would  it  not  be 
much  less  dangerous  to  lease  the  culture  of  the  in- 
tellect to  chance?  Perhaps  the  hc-t  way  to  give  this 
culture  is  to  do  so  informally,  hut  persistently  and 
continuously,  at  every  .suitable  opportunity.  In 
every  school,  from  the  highest  to  the  lowest,  in  every 
association  of  teachers,  this  subject  should  iv<.  i\e 
emphatic  recognition,  and  should  be  lifted  up  into 
that  prominence  which  its  supreme  importance  de- 
mands." 

The  following  editorial,  from  "  Panics'  Kducational 
Monthly,"  New  York,  is  so  ftppiopriflfcdtiiat  I  pn 
it  tor  the  benefit  of  the  l>oys  in  our  public  school 

"A   philosopher  has  said  that    true    education  for 


SCHOOL    GOVERNMENT,    MANNERS,    AND   MORALS.   399 

boys  is  to  f  teach  them  what  they  ought  to  know  when 
they  become  men.'  What  is  it  they  ought  to  know 
then?  First,  To  be  true,  to  be  genuine.  No  educa- 
tion is  worth  anything  that  does  not  include  this.  A 
man  had  better  not  know  how  to  read, — he  had 
better  never  learn  a  letter  in  the  alphabet,  and  be 
true  and  genuine  in  intention,  in  action,  — rather  than 
being  learned  in  all  sciences  and  all  languages,  to  be 
at  the  same  time  false  in  heart  and  counterfeit  in 
life.  Above  all  things  teach  the  boy  that  truth  is 
more  than  culture,  more  than  earthly  power  or  posi- 
tion. Second,  To  be  pure  in  thought,  language,  and 
life,  —  pure  in  mind  and  body.  An  impure  man, 
young  or  old,  poisoning  the  society  where  he  moves 
with  smutty  stories  and  impure  examples,  is  a  moral 
ulcer,  a  plague  spot,  a  leper,  who  ought  to  be  treated 
as  the  lepers  of  old,  who  were  banished  from  society 
and  compelled  to  cry  '  unclean,'  as  a  warning  to  save 
others  from  the  pestilence.  Third,  To  be  unselfish, 
to  care  for  the  comforts  and  feelings  of  others  ;  to  be 
polite,  to  be  genuine,  noble,  and  manly.  This  will 
include  a  genuine  reverence  for  the  aged,  and  things 
sacred.  Fourth,  To  be  self-reliant  and  self- helpful, 
even  from  early  childhood,  — to  be  industrious  always, 
and  self-supporting,  at  the  earliest  proper  age.  Teach 
them  that  all  honest  work  is  honorable,  and  that  an 
idle,  useless  life  of  dependence  on  others  is  disgraceful. 
When  a  boy  has  learned  these  four  things,  —  when  he 
has  made  these  ideas  a  part  of  his  being,  —  however 
young  he  may  be,  however  poor,  or  however  rich. 


400      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

ho  has  learned  some  of  the  most  important  things  he 

oiHjht  to  know  when  he  becomes  a  man." 

o 

Hut  I  am  asked  what  qualifications  the  teach<  r 
needs  in  order  to  fit  him  for  giving  instructions  in 
manners  and  morals.  I  an>\vcr  by  quoting  the  lan- 
guage of  K'cv.  A.  D.  Mayo,  associate  editor  of  the 
"New  England  Journal  of  Education,"  I'oston.  In 
his  address  before  the  National  Educational  A»ocia- 
tion,  in  lc'80,  Mr.  Mayo  said:  — 

"The  true  teacher  is  the  central  object  in  all  moral 
instruction.  Unless  he  is  the  incarnation  of  all  his 
pupils  should  be,  it  will  be  in  vain  that  he  attempts 
to  give  formal  instruction  in  morality.  Kvery  school 
is  really  a  committee  of  investigation  of  the  tea- 
and  every  instructor  who  combines  high  char, 
and  teaching  ability  cannot  fail  to  bo  a  powerful 
spiritual  force  in  the  school-room.  The  people  mu>t 
insist  that  only  teaehers  of  the  most  po-itive  moral 
character  shall  stand  before  the  children.  In  pro- 
portion as  the  level  of  moral  power  in  the  teacher 
can  bo  raised,  will  character  be  .shaped  in  the  school- 
room." 

Again,  I  am  asked  to  name  the  text-book  from 
which  the  teacher  may  draw  lessons  in  morals.  I 
answer,  there  is  but  one  standard  work  on  this  sub- 
ject, and  that  is  the  BIBLE. 

I  am  a  ware  that  in  some  places  the  Bible  is,  by 
law,  excluded  from  the  school.  The  inconsistency 
of  such  legislation  is  seen  in  the  fact  that  the  same 
law  which  excludes  the  Bible  from  the  youth  in  the 


SCHOOL   GOVERNMENT,    MANNERS,    AND   MORALS.    40  L 

school  recognizes  it  as  the  seal  of  the  citizen's  oath 
before  the  court. 

The  school  should  be  in  no  sense  sectarian.  But 
the  use  of  the  Bible  in  the  school-room  need  no  more 
constitute  a  sectarian  school  than  the  use  of  the  Bible 
in  the  court-room  constitutes  a  sectarian  court.  And 
this  view  of  the  subject  has  been  sustained  by  the 
Supreme  Court  in  several  States.  I  offer  as  an 
example  the  late  decision  of  the  Supreme  Court  of 
Illinois,  namely:  "A  few  minutes'  reading  of  the 
Bible  each  morning  in  a  public  school  is  not  secta- 
rian religious  instruction." 

Perhaps  it  is  not  best  to  prescribe  a  formal  reading 
from  the  Scriptures  each  day  in  the  school-room.  Let 
the  Bible  be  laid  upon  the  teacher's  desk  by  the  side 
of  the  dictionary,  to  be  used  by  the  discreet  teacher, 
just  as  the  dictionary  is  used,  — whenever  it  is  needed. 
It  should  be  used,  mainly,  as  an  aid  in  discipline  and 
character  training,  and  no  intelligent  parent  can 
object  to  having  his  child  bear  in  its  character  and 
conduct  the  seal  of  the  Ten  Commandments,  the 
Sermon  on  the  Mount,  the  Lord's  Prayer,  and  the 
Golden  Rule. 

The  leading  educational  journals  of  the  land 
heartily  favor  the  Bible  in  the  public  schools.  As  an 
index  to  their  sentiment,  I  quote  from  the  editorial 
columns  of  the  two  leading  weekly  journals.  The 
"Educational  Weekly,"  Chicago,  says  :  — 

"  We  believe  that  the  Bible  should  be  retained  in 
the  schools  as  the  basis  of  moral  instruction,  and  that 

26 


402      GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

certain  portions  of  it,  such  as  the  Ten  Commandm* 
the  Lord's  Prayer,  and  the  Sermon  on  the  Mount, 
should  bo  made  familiar  to  all  pupils.  The  Bible  is 
used  as  a  sanction  to  oaths  in  the  courts,  and  all 
citizens  should  be  educated  to  reverence  it.  The 
schools  should  not  undertake,  of  course,  to  expound 
its  theology/' 

The  "National  Journal   of   Education,"   Boston, 
says :  — 

"The  State  of  Massfielin-etts,  in  providing 
in-truction  in  murals  and  piety,  and  the  rradin. 
the  Bible  in  school,  expressly  disclaims  all  indoix- 
incnt  of  anybody's  theory  of  inspiration,  philosophy 
of  morals,  or  religion-  creed.  It  forbids  all  teachers 
from  enterim,'  on  this  debatable  ground,  and  Minply 
requires  such  instruct  ion  in  morals  and  religion  as 
y  . -iti/en  (it  to  bo  outside  of  the  State  pri>on 
mu>t  acknowledge  to  bo  necessary,  and  lays  the 
Bible,  in  any  good  version,  on  the  teacher's  de>k  as 
the  be>t  known,  most  honored,  and  Iea>t  object  ional 
handl)ook  of  yuuthful  di>cipline.  Inasmuch  as  the 
State  builds  its  whole  structure  of  criminal  legislation 
on  the  foundations  of  that  Christian  morality  common 
to  all  civilized  lands,  and  punches  the  citizen  even 
with  death  for  transgression  of  the  moral  law,  it  i? 
difficult  to  see  how  religious  liberty  is  assailed  by 
instructing  school-children  in  the  principles  of  good 
morals  and  uiiseetarian  religion,  and  reading  the  Ten 
Commandments,  Beatitudes,  and  the  Sermon  on  the 
Mount  as  a  help  in  such  discipline.  We  should  >ay 


SCHOOL   GOVERNMENT,    MANNERS,    AND   MORALS.    403 

a  State  that  was  so  dainty  that  it  could  not  enforce 
the  instruction  of  fundamental  Christian  morals  in 
its  common  schools  was  a  State  in  the  air.  To  build 
a  republic  on  the  everlasting  corner-stone  of  the 
Christian  morality,  to  incorporate  the  very  soul  of 
the  Christian  idea  of  man,  his  rights  and  duties,  in 
constitution  and  law,  and  to  enforce  that  morality, 
through  precept  and  discipline,  in  public  schools,  is 
neither  to  establish  a  State  religion,  to  unite  Church 
and  State,  nor  to  trench  on  any  freedom  of  a  parent 
except  the  liberty  to  make  a  criminal  of  his  child. 
The  American  people  regard  religion,  morality,  and 
the  Bible  as  the  great  common  basis  of  American 
society  on  which  our  whole  civil,  social,  ecclesiastical, 
and  educational  fabric  is  built ;  without  which  such 
a  nation  as  this  Republic  would  be  simply  impossible. 
The  vast  majority  of  the  American  people  who  sup- 
port the  common  school  believe  in  the  absolute 
necessity  of  planting  the  common  Christian  morality 
in  the  very  heart  of  its  discipline  and  instruction." 


LECTURE  XXXII. 

INDUSTRIAL   EDUCATION   IN   COUNTRY   SCHOOLS. 

IT  is  universally  conceded  that  the  country  school 

to  fimii>li  an  education  extending  beyond  the 
school-room  to  the  family,  the  farm,  and  the  work- 
shop ;  hut  how  such  an  education  can  best  he  irivcn 
is  a  question  which  is  still  unsettled  even  amonir  the 
foremost  thinkers. 

In  many  of  .it  cities  of  Europe,  and  in  some 

of  the  cities  of  the  t'nitcd  States,  workshops  are 
attached  to  school  buildings,  and  pupils  are  traine  1 
in  various  trades.  Ii  i-  evident,  however,  that  the 
:ion  of  workshops  in  connection  with  country 
Kchool-hoiiM^  jx  not  feasible. 

Although  the  country  school,  as  it  seems  to  me, 
cannot  consistently  undertake  to  train  yonn<r  people 
in  various  kinds  of  work,  it  can  do  that  which  is 
evidently  of  equal  importance;  it  can  inspire  the 
children  with  n  love  for  the  callings  which  they  are 
likely  to  pursue  in  later  life.  Most  of  the  «rirls  in 
our  country  schools  are  to  be  wives  and  hou<c- 
keepers,  and  most  of  the  hoys  are  to  be  husbands 
and  tanners,  or  mechanics,  and  they  should  he 


INDUSTRIAL   EDUCATION   IN   COUNTRY   SCHOOLS.    405 

taught  not  only  that  labor  is  honorable,  but  that 
^here  is  no  nobler  calling  anywhere  than  that  of  the 
accomplished  housekeeper,  the  complete  farmer,  or 
the  finished  mechanic.  They  should  be  taught  that 
these  are  the  most  independent  pursuits,  and  that 
they  may  be  made  not  only  very  profitable,  but  also 
very  pleasurable.  They  should  be  taught  that  to  be 
ignorant  of  work  is  worse  than  to  be  ignorant  of 
books ;  that  to  refuse  to  help  their  parents  is  worse 
than  to  fail  in  their  recitations  ;  and  that  to  be  a  poor 
housekeeper,  farmer,  or  mechanic  is  a  greater  mis- 
fortune than  to  be  otherwise  poorly  educated. 

The  schools  are  sometimes  charged  with  creating 
a  sentiment  unfavorable  to  industry.  We  have  but 
to  open  our  eyes,  however,  to  see  that  wherever  the 
schools  are  most  flourishing  the  several  industries 
are  most  prosperous.  It  is  true  that  many  of  the 
schools  have  devoted  themselves  almost  entirely  to 
the  cultivation  of  the  brain,  and  have  failed  to  create 
any  sentiment  at  all  upon  the  subject  of  industry. 
This  is  a  very  unfortunate  omission,  because  a  senti- 
ment in  favor  of  educating  the  hand  is  as  important 
as  a  sentiment  in  favor  of  educating  the  head. 

Prof.  W.  M.  Barbour,  of  Yale  College  and  Sem- 
inary, says,  "  Our  seminaries  and  colleges  are  suffer- 
ing from  congestion  of  the  brain ;  too  much  thought 
and  too  little  putting  it  into  practice.  We  need  to 
diffuse  the  blood  from  the  head  into  the  extremities." 
This  complaint  of  our  seminaries  and  colleges,  I  am 
sorry  to  say,  has  been  contracted  in  some  of  our 
country  schools. 


406   GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOL 

Pupils  in  country  schools  should  be  taught  "that  one 
object  in  giving  them  an  education  is  to  enable  the 
boys  to  become  better  farmers  and  mechanics  than 
their  fathers,  and  to  enable  the  girls  to  IM-COIHC 
better  cooks  and  housekeepers  than  their  mothers, 
ben  should  point  out  methods  by  which  chil- 
dren may  hope  to  excel  their  parents  in  whatever 
pm-Miits  they  ruler  in  life.  For  a  single  illn>tra- 
tion,  I  inoy  say  that  the  teacher  should  impress  upon 
ipils  the  Tact  that  if  they  de>ire  to  excel  their 
parents  in  ability  to  do  work,  either  of  the  hand  <T 
brain,  they  ought  to  have  Uttrr  health  than  their 
lathers  and  mothers  have  had.  This  they  may  hope 
to  enjoy  by  giving  closer  attention  than  their 

parents    have    given     to     the     Mlhjrct     of    comfortable 

clothing,  \\ell-pn-pared  f.-nd,  eaten  at  regular  hours, 
nmient    of  the    appetite  and    temper,   healthful 
situations  for  houses,  thorough  ventilation  of  sleep- 
ing apartments,  and  many  other  matters  pertaining 

to  the  la\\>  of  life. 

Pupils  should  be  taught  to  u>e  neither  intoxicat- 
ing liquors  nor  tobacco,  but  to  save  their  earn  in  IT-, 
spending  money  only  for  such  things  as  are  needful. 
They  should  be  encouraged  to  study  and  use  labor- 
saving  machinery,  and  to  employ  some  of  the  time 
,ved  in  the  cultivation  of  their  minds  and  in  the 
ornamentation  of  their  homes. 

Hoys  should  be  taught  that  the  work  of  enriching 
the  soil,  improving  stock,  and  producing  the  best 
grades  of  grain  and  grass,  requires  a  working  brain 


INDUSTRIAL    EDUCATION   IN    COUNTRY    SCHOOLS      407 

as  well  as  a  willing  hand.  They  should  be  taught 
that  the  mechanic  needs  a  refined  taste  as  well  as  a 
trained  hand,  so  that  his  work  may  embody  beauty  of 
form  and  elegance  of  finish. 

Girls  should  be  taught  that  a  complete  knowledge 
of  housekeeping,  from  the  kitchen  to  the  parlor,  is 
the  finest  art,  — an  art  which  requires  not  only  in- 
dustry and  skill,  but  intelligence  and  culture. 

If  all  teachers  of  country  schools  will  labor,  from 
this  time  forth,  to  create  in  the  minds  of  their  pupils 
a  love  for  the  several  callings  which  they  are  likely 
to  pursue  in  later  life,  the  future  homes  of  the  Amer- 
ican people  will  be  brighter,  neater,  healthier,  and 
happier. 


LECTURE   XXXIII. 

NECESSITY  FOR  SCHOOL   SUPERVISION. 

Tin:  need  of  enlightened  supervision  in  mechanical 
emplo\ -mi -ills,  in  business,  and  in  government  is 
everywhere  acknowledged  to  be  absolutely  e»emial. 
This  is  proven  by  the  fact  that  every  factory  ha 
foreman,  every  railroad  Iris  its  president,  and  every 
nation  has  its  ruler.  In  systems  of  education, 
MIJM -rvi-ion  is  believ«<  1  to  IK;  essential  to  success 
in  every  department  except  in  the  ungraded  pri- 
mary school.  This  is  proven  by  the  fact  that  every 
college  has  its  president  and  every  high  school 
has  its  principal.  '1  he  necessity  for  supervision  in 
ungraded  country  schools  has  never  been  fully  set- 
tled in  the  minds  of  the  masses  of  the  Ameriean 
people.  This  is  proven  by  the  fact  that  several 
Slates,  after  testing  Midi  supervision  for  a  while, 
havo  virtually  destroyed  it. 

In  attempting  to  account  for  the  fact  that  the 
masses  are  not  fully  satisfied  of  the  necessity  for 
supervision  in  ungraded  country  schools,  some  write.  > 
have  simply  declared  that  the  people  are  blind  to 
their  own  interests.  But  if  the  people  are  blind  to 


NECESSITY   FOR   SCHOOL    SUPERVISION.  400 

their  interests  in  matters  pertaining  to  primary  edu- 
cation, why,  I  ask,  do  they  see  in  matters  per- 
taining to  mechanical  employments  and  to  higher 
education?  Let  us  look  at  this  question,  and  see  if 
we  can  find  out  why  some  persons  favor  supervision 
everywhere  else,  but  are  not  satisfied  of  its  utility  in 
ungraded  schools. 

In  every  work  where  large  numbers  of  men  and 
women  are  employed,  except  in  ungraded  schools, 
there  is  a  definite  work  for  the  superintendent  to  do, 
—  a  work  that  all  interested  persons  can  see .  The 
foreman  of  a  factory  is  required  not  merely  to  keep 
his  eye  on  the  operatives,  and  to  report  at  stated 
periods  how  busy  they  have  been,  but  he  is  required 
to  inform  the  stockholders  how  many  kegs  of  nails 
have  been  made,  how  many  tons  of  metal  have  been 
moulded,  or  how  many  yards  of  fabric  have  been 
woven,  in  a  given  time,  and  the  amount  and  condition 
of  unfinished  material  still  on  hand. 

If  we  examine  carefully  the  annual  catalogue  of 
any  school  of  high  order,  we  find,  that  in  its  make-up 
it  is  near  akin  to  the  annual  report"  of  the  factory 
manager.  It  gives  the  names  of  graduates  and  the 
date  of  graduation.  It  presents,  also,  the  names  of 
all  pupils  who  are  still  in  school,  and  indicates  the 
time  in  which  each  is  expected  to  complete  the  course 
of  study. 

From  the  foregoing  consideration  of  this  subject,  I 
believe  it  is  safe  to  say  that  supervision  is  acknowl- 
edged to  be  essential  wherever  several  persons  are 


410      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 


employed  in  any  work  which  ought  to  he  comj> 
in  a  given  time.     As  then-  is  no  method  in  ungrad<  -d 
country  schools  by   which  the   •operintendeiit    can 
ascertain  how  many  pupils  liave  actually  compi 
the  common  school  course  of  study  within  the  year, 
or  wliat  progress  pupils  have  made,  the  iieco-ity  for 
hi>  of  lice  is  not  so  easily  seen  as  that  of  the  foreman  of 
a  factory  or  the  president  of  a  university.     Adopt  in 
any  factory  the  loose  methods  of  ungraded  sch. 
and  it-  -to.  k  would   fall   at    lea>t    fifty  per  cent.      Su- 
l>ervi>ion  in>uch  a  factory  would  still  l>e  cs>cntial,  hut 
it  \\ould  he  hy  many  couriered  simply  an  exp 
without  profit,  just  as  it  now  is  by  many  in  ungraded 
•oho 

The  country  school  ought  not  to  be  an  exception  to 
wcll-c>taMi>hcd  la\\s  of  industry  and  lm>iness.  It 
ought  to  he  in  harmony  with  all  higher  schools. 
The  same  educational  method  >h<>  u  Id  pre  vail  every- 
where from  the  primary  school  to  the  univei 
Every  step  taken  in  the  direction  of  gradation  and 
graduation  in  country  schools  gives  the  MIJK  riutend- 
ent  a  more  definite  work  to  do,  and  shows  the 
people,  in  a  clearer  light,  the  necessity  for  school 
supervision. 


LECTUKE  XXXIV. 

WOMEN   AS    TEACHERS   AND    SCHOOL    OFFICERS. 

"  More  human,  more  divine  than  we  — 
In  truth,  half  human,  half  divine  — 
Is  woman." 

MORE  than  one  half  of  the  public  schools  of  the 
States  and  Territories  are  taught  by  women,  and 
fifteen  States  have  enacted  laws  making  women  eli- 
gible to  school  offices.  There  is,  however,  in  many 
places  a  degree  of  prejudice  against  women,  even 
as  teachers.  The  consideration  of  this  subject  is, 
therefore,  a  matter  of  no  small  importance. 

In  the  selection  of  teachers  and  school  officers,  we 
ought  no.t  to  close  our  eyes  to  the  hints  which  Nature 
gives  *is ;  and  as  the  father  and  mother  are  Nature's 
chosen  agents  for  the  management  of  the  home,  it 
would  seem  to  be  natural  for  both  sexes  to  take  part 
in  the  management  of  the  school.  And  this  is  the 
method  that  is  now  finding  favor  in  several  States. 

School  boards  may  be  easily  made  up  of  both  men 
and  women,  and  schools  requiring  more  than  one 
teacher  may  employ  both  male  and  female  ;  but  many 
of  the  offices  require  but  one  person,  and  most  of  the 
country  schools  employ  but  one  teacher,  so  we  are 


412      GRADUATING    SYSTEM    FOR   COUNTRY    SCI  I 


often  called  upon  to  choose  between  man's  superior 
strength  and  woman's  superior  culture. 

In  order  that  we  may  see  and  study  the  prefer- 
ences given  to  one  or  the  other  of  the  sexes,  in  the 
iminlxTs  employed  and  salaries  paid,  in  each  of  the 
several  States  and  Territories,  I  present  the  follow- 
ing taMr,  taken  from  the  last  report  of  the  Comini- 
sioner  of  Education  at  Washington  :  — 

TABLE. 
Summary  of  the  number  of  teachers  employed  in  the  public  srJ 

ami  the  average  salary  of  teachers  per  month,  in  the  respective 
States  and  Territories. 


Bute*  and  Territories 

Number  of 
teacher*  cm- 

>K&r- 

Average  ftalary 

Of  tl    .    '     :  -   I-  r 

month. 

Male. 

ItaBHta, 

Male. 

;•    ::.    '••. 

Alabama.  »•• 

(4,1 
639 

UM 

183 
T68 
270 
876 
3,287 
0,102 
8,109 
MM 
2,772 
1,400 
787 
2,253 
1.243 

45) 
187 
1,983 
250 
2^54 
231 
182 
1,833 
12,838 
6,465 
12,518 
3,279 
2,700 
740 
4,543 
1,663 

$2280 
6000 
83  78 
66  10 
61  65 
(30 

$2285 
4000 
6068 
61  46 

:  |  .0 
75) 

A  rkonniu  

California  
Colorado  

Florida  

Illinois 

4817 
61  27 
34  88 
33  19 
40  0) 
4500 
41  84 
41  95 

3223 
39  20 

mm 

2982 
3500 
35  00 
25  64 
41  96 

Indiana  

K.intaa 

Louisiana                        

Maine  

Man-land  .  . 

WOMEN    AS   TEACHERS   AND   SCHOOL   OFFICERS.    413 
TABLE.  —  Continued. 


States  and  Territories. 

Number  of 
teachers  em- 
ployed in  pub- 
lic schools. 

Average  salary 
of  teachers  per 
month. 

Male. 

Female. 

Male. 

Female. 

1,118 
3,781 
1,711 
(4,1 
5,904 
1,571 
36 
591 
954 
7,850 
1,728 
10,855 
720 
9,096 
294 
1,639 
3,741 
(3,1 
720 
2,967 
2,797 
(9,j 

7,390 
9,220 
3,031 
25) 
3,747 
2,158 
77 
2,955 
2,356 
22,311 
654 
12,148 
502 
11,556 
987 
1,035 
1,260 
00)    . 
3,608 
1,773 
896 
58) 

$75  64 
42  54 
36  75 
29  19£ 
(30 
35  46 
112  63 
38  37 
63  78 

$3304 
27  45 
28  31 
29  19| 
00) 
31  80 
85  20 
24  71 
37  04 

Michigan  

Mississippi  

Missouri  

Nebraska  

Nevada  

New  Hampshire  

New  York       . 

30  00 

30  00 

Ohio   

50  00 
37  38. 
80  69 
28  32 
28  53 
(53 
3444 
33  10 
34  89 
40  48 

35  00 
32  30 
45  91 
26  87 
%28  53 
00) 
21  60 
27  37 
32  09 
26  35 

Hhode  Island  

South  Carolina  

Virginia       

West  Virginia  

W"iscon  gin  ....'... 

Total  number  of  teachers  in  States  

(257,454) 

6 
100 
31 

25 
154 

299 

$10000 

$50  00 

Dakota       .                

District  of  Columbia                .  .   . 

96  17 

71  21 

414      GRADUATING    SYSTEM    FOR   COUNTRY    SCHOOLS. 

The  foregoing  table,  when  studied  in  connection 
with  the  diagram  giving  the  attendance  in  the 
eral  States,  seems  to  indicate  that  women,  as  teach- 
ers, are  superior  to  men  in  securing  a  higher  p.-r 
cent  of  attendance.  In  order  to  make  the  matter  more 
elear,  I  will  give  some  illustrations  of  what  I  mean. 

Let  us  take  the  diagram  which  I  presented  in  my 
talk  upon" Methods  for  Securing  Attendance"  (page 
310).  We  find  that  the  State  of  Massachusetts 
stands  highest  upon  the  diagram  in  the  average  per 
cent  of  attendance  of  its  school  population.  From 
the  figures  which  we  find  in  the  table  just  presented, 
it  appears  that  Massachusetts  also  stands  hiirhc>t  in' 
the  per  cent  of  women  it  employs  us  te:irln-r>.  That 
is  to  say,  Massachusetts  has  an  average  attendance 
of  sevcnt  v-foiir  per  cent  of  its  entire  school  popu- 
lation, and  eighty-seven  per  cent  of  its  teacher ^  arc 
women.  Next  to  Massachusetts,  on  the  diagram, 
.stands  the  State  of  New  Hampshire,  with  an  average 
attendance  of  sixty-five  per  cent;  and  it  also  stands 
ne\t  on  the  table, — eighty-five  per  cent  of  its 
teachers  arc  women.  If  we  reverse  the  order,  and 
take  the  lowest  State  on  the  diagram,  —  Arkansas, 
with  only  sixteen  per  cent  of  its  school  popu'ation  on 
the  roll,  and  no  mention  made  of  its  average  attend- 
ance,—  we  find  that  only  twenty-three  per  cent  of 
its  teachers  are  women. 

A  careful  examination  of  this  diagram  and  table 
will  convince  any  one  that,  as  a  rule,  to  which  there 
are  some  exceptions,  States  employing  a  large  per 


WOMEN   AS   TEACHERS    AND    SCHOOL   OFFICERS.    415 

cent  of  women  as  teachers,  have  a  high  per  cent  of 
attendance  of  pupils ;  and  States  employing  a  small 
per  cent  of  women  as  teachers,  have  a  low  per  cent 
of  attendance  of  pupils. 

If  it  could  be  proven  that  a  high  average  attend- 
ance is  owing  altogether  to  other  causes,  and  not  to 
the  teachers,  the  fact  still  remains  that  where  there 
is  a  high  average  attendance,  women,  as  teachers,  are 
generally  preferred  to  men. 

The  wide  difference  between  the  average  salaries 
of  mon  and  of  women,  in  some  of  the  States,  is 
owing  to  the  fact  that  it  has  been  customary  in  the 
country  to  pay  men  more  than  women,  and  in  cities 
and  towns  to  employ  male  principals.  This  custom, 
however,  seems  to  be  losing  ground  in  some  places. 
As  proof  of  this,  I  quote  from  an  editorial  in  a  late 
number  of  the  "National  Journal  of  Education," 
Boston.  It  says  :  — 

"  In  St.  Louis  no  discrimination  is  made  between 
the  salaries  of  men  and  women  teaching  in  the  same 
grade  of  school ;  and  in  California  the  Legislature 
has  prohibited  the  making  of  distinctions  in  the  sal- 
aries of  men  and  women  teachers  holding  the  same 
grade  of  certificate.  In  Chicago,  curiously  enough, 
there  is  a  positive  discrimination  in  favor  of  women  ; 
for  though  a  man  cannot  enter  the  schools  without 
passing  what^  is  called  a  '  principals'  examination,' 
there  are  women  occupying  principals'  positions  who 
never  passed  any  examination  more  difficult  than 
that  for  teachers  of  the  lowest  primary  grades.  The 


416     GRADUATING   SYSTEM   FOR   COUNTRY    SCHOOLS. 

women  principals  in  the  Chicago  schools  now  out- 
number the  men  principals  two  to  one.*' 

There  is,  perhaps,  in  some  places,  danger  that  the 
practice  of  employing  women  as  teachers  in  prefer- 
ence to  men  may  be  overdone.  I  would  no  m.uv 
place  all  the  schools  in  the  hands  of  women,  than  I 
would  place  the  instruction  of  children  in  the  home 
entirely  in  the  hands  of  the  mother. 

I  believe,  however,  that  where  woman's  education 
is  equal  to  man's,  she  is  generally  superior  to  him  as 
an  instructor.  Indeed  it  seems  to  be  a  fact  that  a 
woman's  teaching  ctliciency  often  is  superior  to  her' 
education,  while  a  man's  value  as  an  instructor  is 
frequently  below  his  acquirements. 

An  excellent  authority  on  education  says:  — 

"  ReLr ar.lini:  female  teachers,  we  wish  to  say  that 
we  believe  it  is  especially  fortunate  that  the  younger 
classes  in  our  schools  are  generally  in  charge  of 
women.  Women,  as  a  da  — .  or  the  real  woman,  is 
'apt  to  teach.'  She  is  patient,  is  in  sympathy  with  the 
younir,  mi'ler>t:mds  their  needs,  their  little  sorrows, 
their  tender  mind*,  and,  by  her  affection,  can  influ- 
ence, control,  and  guide.  Women's  refinement, 
clear  perceptions,  and  pleasing  address,  admirably 
tit  them  for  primary  touchers ;  and  in  many  cases  it 
is  l>elieved  that  rude  boys,  verging  on  manhood  in 
stature,  will  be  better  controlled  and  taught  by  a 
thoroughly  competent  and  dignified  woman,  one  of 
good  rtnae  and  large  experience,  than  by  men." 

I   come,    in   conclusion,    to    speak    of  women   as 


WOMEN   AS    TEACHERS    AND   SCHOOL   OFFICERS.    417 

school  officers ;  and  I  shall  aim  simply  to  present 
the  drift  of  public  sentiment  upon  this  subject. 

An  editorial  in  the  New  York  '*  Tribune,"  of 
March  24,  1880,  referring  to  a  law  which  had 
just  been  enacted  by  the  Legislature  of  that  State, 
says :  — 

"The  best  feature  of  the  bill  is  unequivocal  in  its 
application.  Women  are  eligible  to  election  or  ap- 
pointment as  school  officers  of  all  grades,  from  the 
lowest  to  the  highest.  In  this  city  they  can  serve  as 
trustees,  inspectors,  or  commissioners,  and  through- 
out the  State  they  can  direct  the  educational  inter- 
ests of  town  or  country.  That  women  are  compe- 
tent for  such  duties  cannot  be  seriously  questioned. 
For  our  part,  we  have  never  doubted  that  the  effi- 
ciency of  our  schools  would  be  promoted  by  the 
co  operation  of  the  sexes  in  their  management  in 
high  as  well  as  in  low  places.  We  hope  that  the 
first  vacancies  which  occur  in  this  department  of  our 
city  government  will  be  filled  by  the  appointment  of 
women,  — as  commissioners,  as  well  as  trustees  and 
inspectors.  The  experiment  has  been  tried  with  sat- 
isfactory results  in  fourteen  States,  and  there  is  no 
reason  to  suppose  that  it  will  fail  in  New  York, 
where  so  large  and  so  intelligent  a  body  of  women 
are  devoting  their  lives  to  education." 

An  editorial  in  a  late  number  of  the  "Legal 
News,"  Chicago,  says  :  — 

"When  Judge  Bradwell,  in  1873,  introduced  in 
the  Legislature  of  this  State  the  bill,  which  is  now  a 

27 


418     GRADUATING   SYSTEM   FOR  COUNTRY   8CHOOL8. 

law,  milking  women  eligible  to  all  school  offices,  the 
opponents  of  the  measure  claimed,  if  passed,  it 
would  be  a  dead  letter,  as  women  would  not  consent 
1<>  take  office;  and,  if  they  did,  they  would  only 
show  that  they  were  inefficient ;  and  that  if  a  woman 
was  once  elected  to  a  responsible  school  office, 
would  never  be  re-elected.  The  bill  became  a  law, 
and  the  very  first  year  fourteen  women  were  elected 
county  superintendents  of  schools;  and  the  Hon. 
Newton  Halt-man,  State  superintendent,  gave  it  U 
his  opinion  that  the  average  ability  of  the  women 
that  were  elected  was  higher  than  that  of  the  men. 
Every  year  since  the  passage  of  the  bill,  Illinois  has 
had  ijiiite  a  number  of  women  superintendents,  all 
of  whom  have  proved  faithful,  efficient  ollieers.  and 
not  a  defaulter  has  been  found  amoni:  them;  and 
this  i-  more  than  can  be  >aid  of  all  their  brother  su- 
perintendents. A  number  of  tln->e  w..me:i  superin- 
tendents have,  from  time  to  time,  been  re-elected. 
Amoni:  them  we  will  mention  Mrs.  West,  of  Gales- 
bui'LT,  who  is  one  of  the  most  capable  superintendents 
in  the  Slat.-:  and  Mr-.  Mary  L.  Carpenter,  who 
was  elected  at  the  6rst  election  under  the  law,  and 
has  been  re  elected  at  every  election  since.  She  has 
just  entered  upon  her  seventh  year  as  superintendent 
of  the  public  schools  of  WiniK^bago  County,  one  of 
the  be>t  comities  in  the  State." 

The  State  convention,  of  the  minority  party  in 
Kansas,  in  18<SO,  plaeed  Mi-s  Si  rah  E.  Brown  upon 
the  ticket  as  a  candidate  for  State  superintendent  of 


WOMEN   AS    TEACHERS    AND   SCHOOL   OFFICERS.    41!) 

schools.  Iii  order  to  show  the  sentiment  of  the 
convention  upon  this  subject,  I  quote  from  a  corre- 
spondent of  the  New  York  "  Times."  Speaking  of 
the  convention,  he  says  :  "  The  nomination  of  Miss 
Sarah  E  Brown  was  the  event  of  the  day  at  the 
Democratic  State  Convention.  She  is  at  present 
school  superintendent  of  Douglass  County.  Ex- 
Senator  Ross  (the  nominee  for  governor)  was 
loudly  called  for,  and  came  upon  the  platform  and 
said  that  he  felt  highly  honored  in  being  placed 
upon  the  same  ticket  with  such  a  distinguished  lady. 
He  thought  the  nomination  of  Miss  Brown  emi- 
nently proper.  Judge  J.  S.  Emery,  a  member  of 
the  Lawrence  delegation,  which  made  a  strong  fight 
against  the  lady's  nomination,  was  interviewed  by  a 
reporter.  He  said  :  '  The  truth  is,  the  opposition  to 
her  grew  out  of  the  fact  that  she  has  taken  an  active 
part  in  the  temperance  campaign  in  our  county. 
She  is  strongly  in  favor  of  the  proposed  amendment 
to  the  Constitution,  and  this  has  excited  the  antip- 
athy of  the  whiskey  dealers.  She  is  county  super- 
intendent of  schools,  beat  the  regular  Republican 
candidate  last  time  by  a  fine  majority,  and  her  nomi- 
nation on  our  State  ticket  will  give  it  great 
strength." 

The  experiment  of  electing  women  as  school  offi- 
cers was  tested  in  Great  Britain  before  it  was  tried 
in  the  United  States.  The  following  editorial  from 
the  London  "  Modern  Thought  "  shows  how  the  plan 
works  on  the  other  side  of  the 


OP  THE 

UNIVEBSITY 


420     GRADUATING    SYSTEM    FOR   COUNTRY    SCHOOLS. 

Speaking  of  women  on  school  boards,  it  says :  — 
"  London  is  not  the  only  city  which  has  gladly 
welcomed  women  candidates.  Manchester  elected 
Mi-s  Becker  three  times.  Brighton  returned  Mi-- 
Ricketts  at  the  head  of  the  poll;  Bath,  in  1870, 
elected  two  ladies;  Birmingham,  Iluddersfield,  Ox- 
ford, Exeter,  all  followed  this  example.  In  Scot- 
l.uid  a  very  large  number  of  ladies  were  elected,  and 
in  subsequent  elections  many  other  towns  and  small 
country  di-trirt>  have  raised  women  to  this  position 
of  trust.  Nor  has  this  confidence  been  misplaced. 
They  have  shown  themselves  fully  the  equals  of  men 
in  their  business  capacity,  and  their  superiors  in 
philanthropic  schemes." 


LECTURE  XXXV. 

A  GLANCE  AT  EDUCATION  ABROAD. 

MY  main  purpose,  at  present,  is  to  consider  the 
comparative  merits  of  the  common  schools  of  Europe 
and  of  the  United  States.  Before  I  begin  the  dis- 
cussion of  this  subject,  however,  I  wish  to  give  a 
glimpse  of  the  light  in  which  the  higher  educational 
institutions  of  the  two  countries  are  viewed  by  some 
of  the  leading  Asiatic  nations. 

When  China,  in  1860,  was  compelled  by  Western 
powers  to  open  her  ports  to  the  commerce  of  the 
world,  she  determined  to  educate  her  coming  officers 
in  schools  of  more  modern  thought  than  were  to  be 
found  in  the  Chinese  Empire.  Glancing  at  the  sev- 
eral systems  of  education  upon  the  globe,  she  passed 
by  the  schools  of  Europe,  and  sent  one  hundred  of 
her  choicest  young  men  to  the  United  States  to  be 
educated.  If  it  be  maintained,  as  a  reason  for  this, 
that  China,  at  that  time,  was  unfriendly  to  European 
nations,  and  regarded  our  people  as  her  truest  friends, 
I  answer  that  notwithstanding  the  strong  opposition 
to  Chinese  emigration  which,  for  several  years,  has 
existed  in  some  sections  of  this  country,  China  still 


422      GRADUATING   SYSTEM    FOR   COUNTRY   SCHOOLS. 

continues  to  send  her  young  noblemen  to  the  United 
States,  in  order  that  they  may  be  trained  for  \ 
tions  of  trust. 

The  Empire  of  Japan,  following  the  example  of 
China,  is  sending  some  of  her  most  promising  sons 
to  American  school^,  expecting  that,  when  educated, 
they  will  carry  back  to  their  own  country  the  pro- 
gressive >pirit  of  our  civilization. 

Perhap-  I  cannot  better  present  this  subject  than 
by  quoting  the  lan<iru:i«re  of  that  celebrated  lecturer, 

the   Rev.   .Joseph  Cook.       Ill    OI1C  of   his    late    "!Jo.-ton 

Monday  Lectures,"  Mr.  Cook  said :  — 

"The  p re>e i iec  of  Chinese  and  Japanese  Mudents 
in  our  American  >rho<>ls  in  considerable-  num' 
studying  after  a  careful  mot  hod,  and  \vith  a  definite 
aim,  is  significant  of  something  more  than  a  spirit 
of  <  urio-ity ,  adventure,  enterprise,  the  love  of  knowl- 
.  or  the  L'l-eed  of  Lraiu  ;  of  something  more  than 
better  means  of  tran-it,  the  increase  of  traffic,  the 
breaking  down  of  cxclusiveness,  the  victories  of 
diplomat  y.  The  Ka-t-Tn  civili/ations  are  laying  hold 
upon  tiie  Western,  and  not  only  our  industries,  our 
art-,  our  sciences,  but  also  our  history,  our  literature, 
our  methods  of  inquiry,  and  our  religion-  idea-,  are 
goin«r  back  to  the  Orient  in  the  persons  of  »-du« 
younir  men,  t mined  among  us  from  boyhood  under 
careful  supervision,  and  quickened  by  the  inspiration 
of  a  career  waiting  before  them. 

"  The  Chinese  government  has,  in  l£80,  on  the  east 
<oa>t,  in  our  best  American  schools,  a  hundred  or 


A  GLANCE  AT  EDUCATION  ABROAD.      423 

a  hundred  and  twenty  Chinese  students  from  the 
upper  classes  in  the  '  Celestial  Empire.'  With  re- 
spect to  these,  several  points  are  worthy  of  special 
mention.  They  are  selected  with  care,  after  a  long 
probation.  They  are  sent  here  to  remain,  on  an 
average,  fifteen  years,  and  to  pass  through  the  suc- 
cessive stages  of  elementary,  secondary,  college,  and 
professional  or  technical  education.  They  are  pre- 
paring for  a  great  diversity  of  employments.  They 
are  not  allowed  to  denationalize  themselves,  but  all 
their  studies  are  carried  on  with  direct  reference  to 
their  future  career  in  their  native  land.  Their  con- 
formity to  our  modes  of  dress,  and  our  habits  of 
society  and  living,  is  a  matter  of  convenience  and 
courtesy,  not  a  surrender.  They  come  to  get  the 
most  and  the  best  we  can  give,  but  only  to  take  and 
use  it  for  the  benefit  of  their  country.  Far  more 
than  our  boys  at  West  Point  and  Annapolis,  they 
regard  themselves  as  already  in  the  service  of  the 
state.  On  their  return  they  are  expected  to  devote 
their  education  to  the  service  of  the  nation  in  its 
widest  sense." 

I  might  multiply  proofs  of  preferences  given  to 
American  colleges  by  disinterested  nations  ;  but  I 
desire  now  to  turn  to  my  subject,  —  the  common 
schools  of  Europe  and  of  the  United  States. 

Determined  to  present  the  most  authoritative  tes- 
timony upon  this  subject,  I  wrote  to  Hon.  E.  A. 
Apgar,  State  superintendent  of  public  instruction 
of  New  Jersey,  and  late  United  States  Commissioner 


424     GRADUATING   SYSTEM   FOR   COUNTRY   SCHOOLS. 

to  the  Paris  Exposition,  requesting  him  to  furnish 
me  a  brief  but  clear  statement  of  the  comparative 
merits  of  the  common  schools  of  this  country  and 
Europe.  He  very  promptly  sent  me  his  official  re- 
port of  "Schools  Abroad,"  and  suggested  that,  so 
far  as  my  space  would  permit,  I  might  use  such  por- 
tions of  the  report  as  were  suited  to  my  subject. 
This  report  is  dated  Trenton,  New  Jersey,  Nov.  7, 
1878. 

Prof.  Apgar's  reputation  as  an  educator,  extensive 
traveller,  and  close  observer  is  sufficient  guaranty 
that  his  opinions  in  matters  of  education  are  of  the 
highest  value ;  and,  without  offering  any  further 
opinions  of  my  own  upon  this  subject,  I  present  the 
following  from  his  official  report :  — 

For  many  year>  I  have  had  an  earnest  desire  to 
visit  Europe,  and  this  desire  has  been  gratified.  Be- 
fore >t.ut HILT.  1  was  honored  with  a  nomination  by 
Gov.  MeClellan,  and  an  appointment  by  President 
Hayes  as  I'nitcd  State-*  Commissioner  to  the  Paii- 
Exposition.  I  was  also  favored  by  Gen.  Eaton, 
Chief  of  the  Bureau  of  Education  at  Washington, 
with  letters  of  introduction  to  prominent  educa 
and  school  office r>  in  various  countries.  I  thus  en- 
joyed peculiar  advantages  in  studying  school  sys- 
tems abroad. 

My  tour  extended  through  England,  Franqe,  Bel- 
gium, Holland,  the  Rhine  district,  Switzerland,  and 
Italy.  I  travelled  in  all  about  twelve  thousand 


A  GLANCE  AT  EDUCATION  ABROAD.      425 

miles.  I  felt  the  same  anxiety  common  to  all  trav- 
ellers the  first  time  they  visit  ^Europe,  to  see  every- 
thing. Historical  monuments,  church  architecture, 
picture  galleries,  sculpture,  antiquities,  museums, 
natural  scenery,  the  Paris  Exposition,  etc.,  etc.,  till 
made  demands  upon  my  time.  I,  however,  gave 
special  attention  to  European  systems  and  methods 
of  instruction,  and  seldom  left  a  city  without  either 
visiting  some  of  the  schools  or  ascertaining  some- 
thing of  what  was  being  done  for  the  education  of 
the  children.  In  some  respects  their  schools  resem- 
ble ours,  and  in  others  the  contrast  is  quite  striking. 

Building*.  —  The  buildings,  as  a  rule,  are  not  so 
good  as  those  in  this  country.  Most  of  them  have 
either  been  rented  or  purchased,  and  awkwardly 
adapted  to  the  uses  of  the  school.  Even  in  Paris 
the  schools  I  visited  were  held  in  buildings  which 
had  not  originally  been  erected  for  school  purposes 

Furniture.  — Not  in  a  single  school,  from  London 
to  Naples,  did  I  find  the  school  furniture  equal  to 
ours.  The  pupils  usually  sit  on  long  benches  ca- 
pable of  accommodating  from  four  to  six.  Some  of 
the  forms  are  for  two  only  ;  in  their  construction,  how- 
ever, no  attention  is  paid  to  beauty,  and  but  little  to 
comfort.  In  general,  I  am  justified  in  saying  that 
the  seats  and  desks  for  pupils  and  teachers  in  the 
schools  of  Europe  are  no  better  than  those  which' 
were  in  use  in  ours  twenty-five  years  ago.  I  saw 
many  schools  where  there  were  evidences  of  as  free 
a  use  of  the  jack-knife  as  the  Yankee  boy  was  ever 


426     GRADUATING   SYSTEM   FOB   COUNTRY    SCHOOLS. 

guilty  of  in  the  days  when  his  natural  propensity  in 
this  direction  was  unrestrained.  The  blackboards  I 
saw  were  quite  inferior,  and  what  seemed  most  re- 
markable was  that  only  one,  large  enough  for  the 
teacher's  use,  was  to  be  seen  in  each  room.  Only 
the  teacher  makes  use  of  the  blackboard.  In  this 
respect  our  mode  of  teaching,  which  requires  much 
blackboard  work  by  the  pupils,  is  superior  to  for- 
eign methods.  The  rooms  are  usually  well  supplied 
with  maps  and  charts.  Metric  charts  and  apparatus 
arc  to  be  found  in  all  tin-  schools  outside  of  England, 
and  in  all  departments.  Small  natural-history  col- 
lections  arc  occasionally  seen,  but  usually  there  U  a 
large  museum  in  the  city,  which  the  classes,  accom- 
panied hy  t heir  teachers,  visit,  and  thus  >ome  knowl- 
i->  gained  of  familiar  objects  in  natural  hi-tory. 
In  thi>  ivspcct  we,  in  this  country,  are  sadly  de- 
ficient 

,s •,,/titf.  --The  military  spirit  which  prevails  in 
Kuro|>e  is  manifest  in  tho  schools.  On  every  ft 
sion  when  1  entered  a  room  all  the  children  rose  and 
•rave  a  military  salute.  Thi-  consists  in  gracefully 
lai-inLT  the  right  arm,  and  placing  the  right  hand,  with 
the  t\\o  forefingers  extended,  at  the  side  of  the  lore- 
head.  It  is  a  simultaneous  and  graceful  movement, 
and  constitutes  a  beautiful  sight.  It  causes  a  serious 
interruption  in  the  exercises  of  the  school,  however, 
and  for  this  reason  I  should  dislike  to  see  the  custom 
introduced  into  our  schools.  It  is  to  be  preferred, 
however,  to  the  idle  stare  of  a  hundred  eyes  with 


A  GLANCE  AT  EDUCATION  ABROAD.      427 

which  a  visitor  is  too  often  greeted.  Those  pupils 
are  best  trained  who  continue  their  studying,  and 
give  no  evidence  of  being  conscious  of  the  presence 
of  a  stranger.  A  visitor  will,  of  course,  be  saluted 
by  the  teacher,  but  beyond  that  his  entrance  into 
the  room  should  cause  no  interruption,  either  in  the 
teacher's  or  the  pupil's  work. 

Holidays,  —  The  schools  outside  of  England  arc 
closed  on  Thursday  instead  of  Saturday,  as  with  us. 
There  are  numerous  other  holidays,  called  festal 
days,  which  sadly  interrupt  the  work  of  education. 
Some  are  prescribed  by  the  church,  others  by  the 
state.  In  Italy  scarcely  a  week  passes  without  one 
or  two  interruptions  of  this  nature. 

Studies.  —  The  studies  pursued  are  much  the  same 
as  here.  In  all  the  girls'  departments  instruction  is 
given  in  needle  and  crochet  work,  in  embroidery, 
and  in  the  making  of  lace.  Usually  one  afternoon 
of  each  week  is  devoted  to  hand-work  of  this  na- 
ture. Much  attention  is  given  to  composition  writ- 
ing, far  more  than  with  us.  The  teachers  all  seem 
to  take  special  pride  in  showing  the  compositions 
which  the  fmpils  have  written.  Drawing  is  more 
generally  taught  there  than  in  our  schools.  ]t  is  be- 
gun in  the  lowest  rooms,  and  continued  throughout 
the  course.  Copy  is  used  to  some  extent  in  the  pri- 
mary departments,  but  frequently  in  the  lower 
grades,  and  generally  in  the  higher,  objects  take  the 
place  of  copy.  In  this  branch  I  consider  their 
method  of  teaching  superior  to  ours,  and  better  re- 
sults are  accomplished. 


428    <;KAI>UATING  SV>II:M   FOR  COUNTRY  SCHOOLS. 

Coeducation. — In  our  schools,  except  in  the 
higher  departments,  the  girls  jind  boys  are  generally 
taught  together.  In  Europe  this  coeducation  of  the 

O  O  I 

sexes  is  unknown.  In  all  the  departments*  from  the 
lowest  to  the  higheM ,  they  are  separated.  In  Paris 
I  found  a  eiistnm  prevailing  which  I  <lid  not  observe 
elsewhere:  the  boys  are  all  taught  by  men,  and  the 
oii-|>  l,y  women 

In  general,  we  have  as  good  work  done  by  the 
t  earlier-  of  our  country  as  can  l>e  seen  in  the  schools 
of  Knrope.  and  in  some  part iculars  our  methods  of 
teaching  are  superior  to  theirs. 

Tuition  Fees. — Free  schools  for  children    of  all 
classes.   Mich  as   we  have  in    this   country,  are    un- 
known  in    Kurope       The  terms  "  public  "  and  "  1 
::re  both  applied  to  their  schools,  hut  with  a  meanini: 
quite  different  from    that  which    belongs   to   them   as 
used  here.      A  "  public  school  "  is  one  subject  to  gov- 
ernmental control,  and  a  "free  school"  i>  one  which, 
in  a  niea  ure,  is  free  from  such  restrictions  and  regu 
lations  a-  have   been   prescribed  by  the  government 
Both  ela»es  receive  assistance  from  the  public  treas- 
ury,   but    not    sullicieiit    to    meet    all    tin?    expei 
Tuition  fees  are  charged  in   both.     Those   known  as 
"public  schonU"  receive  more  aid   from  the  govern- 
ment  than  thoM-  calleil  fffix?e,"  and  hence  the  latter 
ai*e  more  expensive  to  the  patrons  than  the  former. 
The  proportion  of  expense  piil  as  tuition  varies  in 
different   countries.       In   London   and   Paris    about 
four  fifths  of  the  entire  expense  of  maintaining  the 


A  GLANCE  AT  EDUCATION  ABROAD.      42 i> 

schools  is  paid  by  the  government,  and  the  balance 
is  asssessed  upon  the  parents  of  the  children  who  at- 
tend. Last  year  the  fees  in  London  ranged  from 
four  to  eighteen  cents  for  each  pupil  per  week.  This 
is  about  the  average  in  other  countries ;  in  some  the 
percentage  paid  as  tuition  is  lower,  and  in  some  it  is 
higher.  In  several  of  the  countries  the  governments 
have  prescribed  the  maximum  and  the  minimum  for 
the  charges  that  can  be  made,  and  the  local  authori- 
ties determine  the  varying  amounts  between  these  ex- 
tremes that  shall  be  paid  by  the  school  patrons,  ac- 
cording to  their  varying  financial  conditions  I 
found  in  some  cases  there  was  an  ascending  scale  of 
fees  charged,  the  expense  being  very  slight  in  the 
lowest  departments,  and  gradually  increasing  through 
the  advancing  grades.  In  the  schools  of  Sweden  a 
small  tuition  fee  is  charged  for  all  children  over  ten 
years  of  age.  The  people  of  Sweden,  generally,  are 
educated.  According  to  a  peculiar  law,  no  person  is 
permitted  to  marry  until  he  is  confirmed,  and  he  is 
not  admitted  to  confirmation  unless  he  can  satisfy  the 
curate  that  he  is  able  to  read.  In  all  of  the  countries 
of  Europe  provision  is  made  for  the  free  education 
of  those  who  are  unable  to  pay.  Such  children,  how- 
ever, are  looked  upon  as  pauper  pupils.  Sometimes 
all  such  are  gathered  together,  and  the  school  is  known 
as  a  pauper  school.  The  rule  is,  those  who  can  pay 
must.  The  distinction  between  the  rich,  or  those  in 
moderate  circumstances,  and  the  very  poor,  is  thus 
made  unpleasantly  prominent. 


430     GRADUATING    SYSTEM   FOK   COUNTRY   SCHOOLS. 


Public  schools,  which,  from  the  low.  -M  to  the 
est  grades,  are  free  to  all  alike,  both  rich  and  poor, 
t  h  ii  >  giving  to  all  equal  chances  for  success  in  life, 
can  only  be  found  in  this  country;  and  (hi- 
more  than  any  other  I  learned  abroad,  impressed  me 
with  the  superiority  of  our  public  educational  sys- 
tems over  those  in  Europe. 

Conclusion.  -  I  UD  >ati>lied  that  we  in  this  coun- 
try have  the  best  public-school  system  in  the  world. 
We  furnish  better  facilities  to  the  whole  people  for 
acquiring  a  fundamental  education  than  any  other 
country.  There  is  no  excuse  for  any  of  our  chil- 
dren ^rrowinir  up  in  ignorance  of  the  common  or 
ordinary  branches  of  kno\\  -led^e.  We  have  good 
colleges  and  professional  sehools  al>o.  Anyone,  af- 
ter completing  his  public-school  course,  can 
himself  of  the  advantages  of  thoe  hiirhcr  institution^ 
of  learniiiLT.  and  thus  prepare  hini>elf  for  any  of  the 
learned  professio 

In  Europe  the  educational  work  had  iN  beginning 
at  the  top,  in  the  founding  of  the  hiirher  in>titutions 
of  learning,  and  the  progress  has  been  do\vn\\anU. 
The  establishment  of  public  schools  in  some  of  the 
countries  of  Europe  is  quite  recent.  In  this  coun- 
try we  began  at  the  bottom,  by  first  establishing  the 
lower  schools  for  the  public,  and  our  progress  must 
be  upwards. 


LECTURE  XXXVI. 

UNIFORM   MONEY,   WEIGHTS,   AND    MEASURES    FOR   THE 
WORLD. 

LIGHTNING  and  steam  have  brought  the  nations  of 
the  earth  so  near  each  other  that  a  uniform  system  of 
money,  weights,  and  measures  seems  to  be  almost 
absolutely  essential.  Such  a  system  would  bring 
the  business  of  all  nations  into  harmony,  save  mill- 
ions annually  in  computations,  and  wonderfully  les- 
sen the  labor  of  the  school  life  of  every  child. 
The  Metric  System,  now  making  rapid  headway 
among  all  civilized  nations ,  furnishes  a  uniform  stand- 
ard for  everything  susceptible  of  being  weighed  or 
measured ;  and  of  this  system  I  propose  to  speak. 

My  object,  in  presenting  this  subject,  is  to  aid  in 
educating  the  American  people  in  the  belief  of  the 
fact  that  national  legislation  upon  this  subject  is  a 
matter  in  which  every  man,  woman,  and  child  is  in- 
terested. It  is  a  fact  worthy  of  note,  that  under  a 
monarchy  the  lawmakers  are  the  leaders  of  the 
people,  but  in  a  republic  the  people  lead  the  law- 
makers. In  this  country,  therefore,  all  laws  looking 
to  important  changes  must  originate  with  the  people. 


432      GRADUATING     SYSTEM   FOR   COUNTRY   SCHOOLS. 

By  the  courtesy  of  Hon.  E.  A.  Apgar,  of  Tren- 
ton, N.  J.,  late  United  States  Commissioner  of  Edu- 
cation to  Europe,  I  am  permitted  to  present  from 
his  pen,  as  my  concluding  lecture,  the  following 
carefully  prepared  .article  on  the  subject  of  the 

METRIC  SYSTEM. 

In  the  early  history  of  the  world,  when  civiliza- 
tion had  made  but  little  progress,  tables  of  weights 

and  measures  were  unknown.  Trade  was  conducted 
in  the  form  of  barter.  One  artiele  was  exchanged 
for  another,  or  a  single  one  of  a  certain  descrip- 
tion for  several  <>f  .-mother.  As  civilization  ad- 
vanced and  wealth  increased,  the  necessity  of  a 
common  nndersiandinir  relative  to  weights,  meas- 
ures, and  values  became  apparent.  Out  of  this 
ssity  arose  the  various  systems  that  have 
prevailed  among  all  nations  and  tribes.  These 

>V>tenix     were    a>     mimcr<iU>     a>     Were  the    centres    of 

trade  or  traffic.  Each  tribe  or  clan  had  its  own. 
They  were  in  no  sense  related  to  each  other;  their 
units  were  incommensurable ;  and  the  ratios  of  in- 
Oretae  and  deeiva>e  \\eiv  entirely  the  result  of  acci- 
dent or  caprice.  In  the 'Commercial  world  eoniUHon 
reigned  supreme.  As  late  as  the  year  1800,  tin-re 
were  in  Kurope  not  less  than  eighty  different  lengths 
for  the  foot  in  use.  Equal  diversity  existed  in  all 
measures  for  weight  and  capacity.  In  Italy,  each 
province  had  its  own  system ;  in  Germany,  each 


UNIFORM   MONEY,    WEIGHTS,    AND   MEASURES.    433 

state ;  in  France,  each  district ;  in  Switzerland,  each 
canton  ;  and  so  throughout  Europe  every  local  polit- 
ical organization  traded,  reckoned,  and  kept  accounts 
according  to  its  own  arithmetic,  which  was  like  no 
other  arithmetic  in  the  world.  Take  .two  cantons 
of  Switzerland,  for  instance.  In  Berne,  the  foot  was 
11.54  inches;  in  Zurich,  it  was  11.81  inches.  In 
Berne,  the  unit  of  weight  wis  18. (>4  ounces  avoirdu- 
pois ;  in  Zurich,  it  was  18.35  ounces.  In  Berne,  the 
measure  of  liquid  capacity  was  1.76  quarts  ;  in  Zurich, 
it  was  1.92  quarts.  Berne  had  four  different  bushels 
for  different  substances ;  that  for  wheat  contained 
1.55  pecks  ;  in  Zurich,  the  measure  for  the  same  sub- 
stance contained  2.33  pecks.  This  only  illustrates 
the  confusion  that  prevailed  throughout  every  coun- 
try in  Europe,  only  three  fourths  of  a  century  ago. 
And  what  made  the  matter  infinitely  worse,  these 
units  for  weight,  measure,  and  capacity,  which  num- 
bered at  least  five  hundred  in  all,  were  incommensu- 
rable. There  was,  so  far  as  is  known,  but  a  single 
exception  to  this.  The  sagene  of  Russia,  which  was 
their  unit  of  length,  was  just  seven  times  as  long  as 
the  English  foot.  With  this  one  exeption,  there  was 
not  a  single  term  used  to  designate  quantity  any- 
where in  Europe  that  could  be  expressed  in  exact 
numbers  by  any  term  used  elsewhere.  And  even 
this  does  not  illustrate  the  extent  of  the  confusion 
that  existed  ;  the  multiples  and  sub-multiples  for  the 
increase  and  decrease  of  these  units  were  equally 
diverse.  No  other  cause  contributed  so  largely  as 

28 


434       GRADUATING    SYSTEM    FOR   COUNTIiY 

this  to  embarrass  business  transactions  among  men. 
Commercial  exchanges  between  different  muni  ri«>, 
or  between  different  provinces,  cities,  or  even  indi- 
viduals of  the  same  country,  were  subject  to  contin- 
ual misunderstanding,  confusion,  and  fraud  Thc>e 
embarrassment^  increased  as  commercial  inteivniir-c 
increa>ed,  until  it  became  apparent  that  the  only 
relief  possible  was  that  to  be  found  in  the  general 
adoption,  throughout  the  world,  of  one  common 
system  of  weights  and  measures.  Until  nearly  the 
close  of  the  eighteenth  century,  however,  nothing 
Seems  to  have  been  done  looking  toward  the  acconi- 
pIMimcnt  of  this  object.  It  was  re>erved  for  the 
Constituent  Assembly  of  France,  during  the  m«»-t 
critical  period  of  that  country's  hi>tory.  to  dc\  i-e. 
for  the  common  use  of  all  nations,  a  system  of 
hts  and  measures  that  should  he  con>trneii-d 
strietU  icoordiogto  scientific  method.  The  princi- 
ple^ that  the  assembly  had  in  view  in  this  mid  rink- 
ing  were :  — 

"That  for  c\  cr\  -thing  sii>ceptible  of  being  measured 
or  weighed,  there  should  be  only  one  meaMuv  «.f 
length,  one  of  weight,  and  one  of  contei.ts,  with 
tin  ir  multiples  and  subdivisions  exclusively  in  deci- 
mal proportions,  and  that  the  three  units  used  should 
be  commensurable." 

I  will  here  briefly  relate  the  history  of  this  imj 
tant  undertaking :  — 

Prince  de  Talleyrand,  in  the  year  1790,  addro-'-d 
to  the  Constituent  Assembly  of  France  a  propo-al. 


UNIFORM   MONEY,    WEIGHTS,    AND   MEASURES.    435 

in  which  he  urged  the  adoption  of  a  new  system  of 
weights  and  measures  that  should  be  founded  upon 
a  single  and  unalterable  standard.  This  proposal 
assumed  the  form  of  a  decree,  which  was  passed  by 
the  assembly,  and  received  the  sanction  of  Louis 
XVI.  on  the  22d  of  August,  1790.  By  the  terms 
of  this  decree  the  king  was  requested  to  write  to  the 
king  of  Great  Britain,  inviting  him  to  propose  to  the 
Parliament  the  formation  of  a  joint  commission  of 
members  of  the  "Royal  Society"  of  England,  and 
of  the  "Academy  of  Sciences"  of  France,  to  deter- 
mine upon  a  unit  for  the  proposed  international 
system. 

On  account  of  the  political  animosities  then  exist- 
ing between  these  two  countries,  the  invitation  for 
a  conference  extended  by  France  failed  to  receive 
acceptance  on  the  part  of  England.  This,  for  many 
reasons,  is  greatly  to  be  regretted.  The  matter  was 
then  referred,  by  a  decree  of  the  National  Assembly, 
to  a  committee  of  the  Academy  of  Sciences,  consist- 
in^  of  five  of  the  most  eminent  mathematicians  of 

o 

the  country.  Their  report  was  made  to  the  academy, 
and  immediately  transmitted  to  the  assembly.  This 
occurred  March  19,  1791.  The  committee,  in  its 
report,  proposed  that  the  ten-millionth  part  of  the 
quarter  of  a  meridan  be  taken  as  the  standard  unit 
of  linear  measure,  and  that  the  weight  of  distilled 
water  at  the  point  of  freezing,  measured  by  a  cubical 
vessel  in  decimal  proportions  to  the  linear  standard, 
should  determine  the  standard  of  weight  and  capacity. 


436   GRADUATING  SYSTEM  FOR  COUNTRY  SCHOOL-. 

This  report  received  the  sanction  of  the  assembly, 
and  a  committee  of  the  academy  was  appointed  to 
determine  the  length  of  the  standard  unit  for  the 
ne\v  system.  This  was  a  laborious  operation,  and 
consisted  in  a  trigonometrical  measurement  of  an  arc 
of  the  meridian  extending  through  France,  from  Dun- 
kirk to  Barcelona,  a  work  that  occupied  seven  \ 
In  the  year  171W,  an  international  commission 
sembled  nt  Paris,  on  the  invitation  of  the  govern- 
ment to  Celtic,  from  the  results  of  the  great  meridian 
survey,  the  exact  length  of  the  meter.  In  this  coin- 
mi— ion  were  represented  the  government- of  France, 
Holland,  Denmark.  Sweden,  Switzerland,  Spain,  and 
the  Unman  Republic.  After  the  completion  of  its 
labors,  the  commission  proceeded,  on  the  l^d  of  June, 
17'.).,  to  de|.<»sjt.  :it  the  Palace  of  the  Archive-.,  iii 
Paris,  the  .standard  meter  bar  of  platinum,  and  the 
standard  kilogram  weight.  These  Man-lards  have 
since  become  the  units  of  weights  and  mea-ures  for 
nearly  the  entire  civili/cd  globe. 

Although  the  length  of  the  unit,  the  meter,  had 
been  determined  with  such  extreme  care,  it  was. 
nevertheless,  dear  that  the  measurement  of  the 
earth's  meridian,  or  any  other  unvarying  dimension, 
could  never  bo  made  with  absolute  accuracy.  It 
was,  therefore,  evident  that  if  the  standard  meter  at 
Paris  should  be  destroyed  at  any  time,  its  exact  du- 
plicate could  never  be  found.  Accordingly,  on  the 
twenty-fourth  day  of  September,  187:?.  the  Interna- 
tional Metric  Commission,  composed  of  scientific  men 


UNIFORM   MONEY,    WEIGHTS,    AND    MEASURES.    437 

of  all  countries,  including  the  United  States,  met  at 
Paris,  for  the  purpose  of  providing  against  this  dan- 
ger. They  resolved  to  make  a  new  bar  to  replace 
the  prototype,  and  to  make  it  out  of  better  material, 
and  with  a  better  cross  section  ;  and  also,  that  four 
others  should  be  made  and  placed  in  charge  of  the 
International  Bureau,  to  be  kept  in  a  comparatively 
uniform  temperature,  for  the  purpose  of  studying 
the  effects  of  time,  by  comparison,  at  intervals. 
They  also  provided  that  another  similar  bar  should 
be  kept  at  invariable  temperature  in  a  vacuum. 
They  even  recommended  that,  for  further  security, 
samples  be  made  of  quartz  and  beryl.  The  conven- 
tion also  resolved  that  bars  of  the  same  form,  cast 
from  the  same  ingot  of  platinum  and  iridiurn,  in  or- 
der that  the  expansion,  contraction,  and  other  mod^ 
ifying  influences  should  be  the  same  for  all  the  bars, 
should  be  constructed  for  all  nations  that  applied  for 
them.  In  accordance  with  the  action  of  this  com- 
mission, and  in  strict  conformity  with  its  directions, 
an  ingot  of  metal,  composed  of  ninety  per  cent  of 
platinum  and  ten  per  cent  of  iridium,  was  cast  large 
enough  to  make  all  the  standards  required.  This 
casting  was  made  in  1874,  and  all  the  bars  were 
completed  in  1875,  and  nearly  every  country  of  tho 
globe  has  been  supplied  with  one  that  has  the  same 
legal  authenticity  as  the  prototype  standard  itself. 
Thus  nearly  every  nation  has  in  its  possession  a 
standard  for  all  weights  and  measures,  as  unalter- 
able and  indestructible  as  modern  science  and  skill, 


438      GRADUATING   SYSTEM   FOR  COUNTRY   SCHOOLS. 

exercising  all  possible  care  and  caution,  can  make  it. 
Every  one  of  these  copies  of  the  prototype  U  .u - 
corapanied  with  its  certified  equation,  and  the  length 
of  the  meter  is  determined  from  these  rods  when  < -n- 
cased  in  ice.  From  this  standard  is  derived  the 
units  for  capacity  and  weight,  and  each  unit  in- 
creases and  diminishes  by  the  ratio  of  ten.  Tlm> 
.•ill  tin*  tables  agree  with  our  system  of  notation  and 
nit  hour  currency  table.  The  liter  is  the  unit  for 
me;i-mvx  (,f  capacity,  and  i^  equal  in  volume  to  one 
cubic  decimeter.  The  <j ram  is  the  unit  for  weight, 
and  is  equal  to  the  weight  of  one  cubic  centimeter, 
or  a  millimeter  of  water  at  four  degrees  centigrade. 
The  relation  existing  between  the  different  tables  is 
shown  in  the  following  tabulation,  which  represents 
at  one  view  the  entire  metric  system :  — 

METRIC  TABLE. 
LiJtoTB.  AbbrerUUoo. 

MII.MMI  ii  i: mm. 

Centimeter cm. 

Decimeter dm. 

METER m. 

Dekameter Dm. 

Iliktoim'tiT .     .    .  Hm. 

KILOMKTKK Km. 

Myriameter Mm. 


CAPACITY. 

(cm.)  cubed  =  Milliliter ml. 

CENTILITER cl. 

Deciliter dl. 


UNIFORM   MONEY,    WEIGHTS,    AND   MEASURES.    439 


CAPACITY.  Abbreviation 

(dm.)  cubed  =  LITER    ........  1. 

Dekaliter  ........  Dl. 

HEKTOLITER    ......  HI. 

(m.)  cubed  =  Kiloliter  .-.:.'  .....  Kl. 

Myrialiter     .....     .     .  Ml. 

WEIGHT.  Abbreviation. 

Milligram  .     .     .    .-  .    •.    .  mg. 

Centigram      .     .    .    .  .  .f  .  eg. 

Decigram  .     .    .    .    .     .     .  dg. 

1  ml.  of  water  =  GRAM      .     .    .     .     <     .     .  g. 

1  cl.       "           =  Dekagram      ......  Dg. 

1  dl.       "           =  Hektogram     .     .     .    .    ..  ,.  Hg. 

11.                     =  Kilogram  ...    .     .    .    .    .  Kg. 

1  Dl.      "           =  Myriagram    .".....  Mg. 

1111.      "           ==  Quintal     .     .-;...     .  Q. 

1  Kl.  "  =  TON  MT. 


In  the  above  table  it  will  be  understood  that  ten 
of  any  denomination  make  one  of  the  next ;  thus, 
ten  millimeters  equal  to  one  centimeter ;  ten  milli- 
liters  equal  to  one  centiliter;  ten  milligrams  equal 
to  one  centigram,  etc.  The  table  of  length  is  con- 
verted into  a  table  of  square  measure  by  considering 
that  ten  of  any  denomination,  squared,  makes  the 
square  of  the  next  denomination ;  thus,  ten  square 
millimeter  equal  to  one  square  centimeter,  etc. 
The  same  table  is  converted  into  cubic  measure  by 
considering  that  one  hundred  of  any  denomination, 
cubed,  make  the  cube  of  the  next  denomination ; 
thus,  one  hundred  cubic  millimeter  are  equal  to  one 
cubic  centimeter,  etc. 


440    GRADUATING    SYSTEM   FOB   COUNTRY   SCHOOLS. 

In  the  table  of  length  the  meter  is  the  unit,  and  it 
is  the  term  used  in  the  measurement  of  dry  go 
taking  the  place  of  the  yard.     Its  length  is  about 
three  feet  three  inches  and  three  eighths.     The  mil- 

o 

limeter  is  used  in  the  measurement  of  small  objeeN. 
such  as  the  parts  of  insects.  The  kilometer  is  the 
tcnii  used  for  long  distances,  and  becomes  the  sub- 
stitute  for  the  mile. 

In  the  table  of  capacity  the  liter  is  the  unit,  :m«l 
takes  the  place  of  the  <ju:irt  for  ordinary  use,  from 
which  it  di  tiers  but  slightly.  The  term  centiliter 
is  used  in  measuring  small  quantities.  For  the 
measurement  of  grain,  etc.,  the  hectoliter  takes  the 
place  of  the  bushel. 

In  the  table  of  weight  the  gram  is  the  unit,  :m«l 
serves  as  a  small  weight.  For  very  delicate  weigh- 
ing, such  as  is  required  in  -eientiiie  experiments,  the 
centigram  is  the  term  used.  For  ordinary  use  in  a 
-ton*  the  kilogram  takes  the  place  of  the 
pound.  Its  weight  is  about  equal  to  2.2  pound-. 
For  heavy  wciirhinir,  the  metric  ton  Iwcomcs  a  sub- 
stitute tor  our  present  ton. 

The  following  table  represents,  in  a  condensed 
form,  the  PI-OL:T. -x  that  has  been  made  in  the  adop- 
tion of  the  metric  system  by  the  various  countries  of 

the  world. 

Those  countries  where  it  may  be  said,  with  substan- 
tial accuracy,  that  the  metric  system  is  already  in 
exclusive  use,  are  printed  in  large  capitals,  and  those 
where  its  use  is  permissive,  in  small  capitals. 


UNIFORM   MONEY,    WEIGHTS,    AND   MEASURES.    441 


LIST  or 
COUNTRIES. 


REMARKS. 


1872 


1862 
1848 

1857 


1856 


1864 


1836 
1817 


1837 


1876 


1873 


1840 
1872 


1821 


1852 
1864 


1849 
1876 


1851 


1870 


1864 
1866 


186fl 


1857 


ARGENTINE  CON- 
FEDERATION. 
AUSTRIA , 

BELGIUM... 


BRAZIL 

CHILI 

COSTA  RICA 


Denmark 

ECUADOR  

FRANCE 

GERMANY 

GREAT  BRITAIN  . . 


GREECE 

HOLLAND 
ITALY.., 


MEXICO 
Norway 
PERU  ... 


PORTUGAL 
ROUMANIA 


Russia 


SPAIN  . 

SWEDEN 


I  Obligatory     law     incompletely     enforced. 
(     Metric  system  used  in  customs. 

German  names  allowed. 

i  Used  previously  with  different  nomencla- 
}     ture. 

\  In  some  markets,  commodities  for  exporta- 
I     tion  are  quoted  in  the  old  measures. 

The  metricfsystem  is  legal. 
(  Government  was  authorized  to  establish  the 
!     metric  system,  but  old  measures  are  t-till 
(     used. 

t  Pound   of  500  grams,    decimally  divided, 
|     adopted  in  1852. 

\  Metric  system  prescribed,  but  others  still 
I     used. 

(  A  modified  metric  system  was  previously 
I     used. 

/  In  some  special  cases,  till  1875  was  allowed 
r     to  complete  the  change.    German  names 
C     are  permitted, 
fin  India  special  weights  and  measures  may 

be  authorized  by  the  governor-general. 
•{  The  kilogram  is  called  SER.  The  meter 
i  has  been  adopted  in  the  construction  of 
I.  some  of  India  state  railways. 
(  The  metric  system  is  used  with  modified 
(  nomenclature. 

Dutch  names  are  used. 
J  Previously  adopted  in  Borne  parts  of  the 
(     present  kingdom  of  Italy. 
Law  obligatory,  but  old  meabures  still  in 

use. 
Likely  to  follow  Sweden.    The  pound  is 

taken  to  be  equal  to  500  grams. 
Government   has   adopted  metric  system. 

Citizens  use  a  variety  of  measures. 
(  Other  measures  are  probably  used  to  some 

extent. 


An  Imperial  Commission  has  reported  in 
favor  of  the  introduction  of  the  metric 
system.  Its  use  in  the  custom-house  was 
ordered  in  1870. 


SWITZERLAND 


TURKEY 


Compulsory  law  will  take  effect  in  1889. 
The  Swiss  system  is  not  completely  metric, 

but  has  a  foot  equal  to  30  centimetres ; 

and,  decimally  divided,  a  pound  equal  to 

500  grams,  etc. 
It  has  been  stated  that  the  archive  has  been 

made  equal  to  75  centimeters ;   also,  that 

the  metric  system  was  made  obligatory 

in  1870. 


442      GRADUATING    SYSTEM   FOR   COUNTRY   SCHOOLS. 


Date  of  Legislation. 

Date  of  Adoption. 

I.I*T  OP 

COUNTRIES. 

RLMABKS. 

1866 
1803 

1867 

U.S.  or  AM  ERICA, 
U.S.or  COLOMBIA, 
UBUCUAT  . 

)The  metric  syitem  in  u«ed  in  the 
oo  the  coaat  survey. 
4  Official    •yntvm  metric  ;  various 
}      in  private  u*e. 
)Law  obligatory,  but  old  ineoaur 

mint,  and 

•H  Hiill   in 

1857 

VENEZUELA  

•M. 

Both  •ycusnui  used. 

To  sum  this  nil  tip  in  twenty  words,  Russia,  Eng- 
land, and  the  1'nited  States  use  the  Hritish  foot  : 
tin-  rest  of  Cliri-teuilom  is  committed  to  the  metric 
system. 

In  the  year  1871  a  lull  was  introdmvd  in  the 
KnjTish  Parliament  to  render  the  use  of  the  nieirie 
system  compulsory,  and  was  lo-t  l»y  only  live  v 
the  \..lc  standing  eighty-two  airainM  the  l)ill  and 
seventy-seven  for  it.  From  the  ••l.»-cnc->  of  this 
rote,  il  i-  evident  tliat  the  time  tor  the  exclusive 
use  of  the  system  throughout  Kn^l.-nul  cam ot  IKJ 
much  longer  postponed.  Thus,  in  Europe,  the  coun- 
tricx.  in  rapid  succession,  have  adopted  these  inter- 
national standards.  Can  any  one  suppose  that  the 
progress  already  made  i>  «r0iM«r  to  he  arrested  at  the 
point  it  has  now  reached'.'  No.  The  world  must 
and  will  have  a  uniform  system  of  weights  and 
measure^  :  and  the  only  question  that  ari>< •-  i-,  \Vhat 
system  shall  it  be?  And  here  it  may  l»e  well  to 
state  that  except  the  metrie  system,  and  that  which 


UNIFORM    MONEY,    WEIGHTS,    AND   MEASURES.    443 

we  use,  no  other  one  existing  can  be  advocated  as 
having  the  least  claim  for  the  world's  adoption. 
The  choice  must,  therefore,  be  between  our  own 
and  the  metric.  It  would  be  exceedingly  flattering 
to  our  Yankee  pride  if  we  could  convert  the  whole 
world  to  our  way  of  doing  business. 

Let  us  examine  some  of  the  advantages  our  s}rstem 
possesses,  and  perhaps  we  may  convince  the  world 
that  it  is  the  best. 

Our  unit  of.  measurement  is  the  foot ;  three  of 
these  make  a  yard ;  five  and  a  half  yards  constitute 
a  rod ;  forty  rods  a  furlong,  and  eight  furlongs  a 
mile.  For  surface  measure,  our  square  yard  is  nine 
square  feet ;  our  square  rod  is  thirty  and  one  quarter 
square  yards,  or  two  hundred  and  seventy-two  and 
one  quarter  square  feet ;  and  one  acre  is  one  hundred 
and  sixty  square  rods,  or  four  thousand  eight  hun- 
dred and  forty  square  yards,  or  forty -three  thou- 
sand five  hundred  and  sixty  square  feet.  It  is  diffi- 
cult to  comprehend  an}rthing  more  ingenious  than 
this. 

For  capacity  our  unit  is  the  gallon,  or  our  units, 
rather,  for  we  have  the  advantage  of  having  several 
of  them.  These  are  all  related  to  the  unit  of  length, 
and  the  relation  is  so  simple  that  it  can  be  remem- 
bered by  at  least  one  person  in  every  ten  thousand. 
The  dry  gallon  contains  two  hundred  and  eighty-six 
and  eight  tenths  cubic  inches,  more  or  less  ;  the  wine 
gallon  contains  two  hundred  and  thirty-one  cubic 
inches,  and  the  beer  gallon  two  hundred  and  eighty- 


444     GRADUATING    SYSTEM    FOR   COUNTRY    SCHOOLS. 

two.  Thirty-two  of  these  gallons  make  a  barrel  of 
cider;  thirty-one  and  a  half  a  barrel  of  ale;  thirty- 
s.ix  a  barrel  of  milk;  thirty  a  barrel  of  fish, 
One  has  almost  unlimited  fivedom  of  choice  to  take 
what  he  prefers.  Our  unit  of  weight  is  related  to 
our  measure  of  length  ;  at  least  this  is  the  preMimp- 
lion.  It  may  bo  c\pre»ed  approximately  by  a 
deeimal  two  miles  and  a  half  in  length.  If  the 
avoirdupois  pound  is  too  heavy,  we  can  takr  the 
Troy  pound,  which  is  x.inr  lighter.  These  pound- 
have  the  advantage  also  of  being  divided  dill'm-mly, 
the  one  into  >i\trni  oinico,  and  the  other  into 
twelve.  These  ounces  diller,  also,  in  Wright  :  and, 
by  a  beautiful  law  of  emit  rarirlies,  a-  the  avoirdupois 
pound  is  he:i\ier  than  the  pound  Troy,  the  avoirdu- 
pois oimrr  is  lighter.  The.se  ounces  are  divided 
into  dram>,  \\hieh  diller  also, — the  one  is  about 
three  times  the  weight  of  the  other. 

Our  table-*  contain  ratios  <.r  multipliers  to  suit  the 
most  particular.  The  beauty  of  our  system  in  this 
respect  must  command  the  admiration  of  all. 

\\  •  have,  among  these  ratio-,  three  Lrs  ;  nine  3's ; 
t\\o  L's ;  four  «Vt;  one?;  tiveb's;  one '.»  :  four  l()'s  ; 
tWO  I2*8i  tluvr  !•;•>;  three  I'M',;  one  24;  two'J.Vs; 
OIH  '21  :  .six  30's;  three  40's ;  one  50;  three  • 
one  80;  two  100's;  one  128;  one  144;  one  3(>0 ; 
one  r.K»:  one  17^-S;  one  5J ;  one  KI.4  :  one  30^  ;  one 
34  ;  one  24:f ;  one  7T90  ;  one  (590  ;  and  one  ->7-2\ . 

If  the  superiority  of  our  system  over  the  metric 
from  this  exposition  is  not  apparent,  it  probably 


UNIFORM   MONEY,    WEIGHTS,    AND   MEASURES.    445 

may  be  shown  more  clearly  by  a  practical  example, 
making  use  of  the  two  systems. 

I  recently  had  occasion  to  purchase  some  pita  wood 
to  line  insect  drawers.  The  price  for  the  wood  was 
$1.80  per  square  yard,  or  $2.20  per  square  meter. 
There  were  twenty  drawers  in  all  ;  ten  of  them  were 
12  J  inches  by  15|  inches,  and  the  remaining  ten  were 
12J  inches,  by  14|  inches.  Or  measured  metrically, 
the  first  series  were  thirty-two  centimeters  by  forty 
centimeters,  and  the  second  series  were  thirty-  two 
centimeters  by  thirty-seven  and  one  half  centimeters. 

In  estimating  the  cost  of  the  wood  needed,  from 
the  measurements  in  inches,  the  operation  is  as  fol- 
lows :  — 


12J  X  14f  =  i§A  X 

£M9xio  =  H¥J1 

£07  7   X]0  =  11-0,77  4 

AWa  +  *  WA  =  " 

ii|££&  _._  1206,  the  number  of  square  inches  in  a  square 
yard,  is  equal  to  ViWir 

X  $1.80,   the  price  per  square  yard,  is  equal  to 
-     This  reduced  equals  $5.45£f|f£,  which  is  the 
answer  sought. 

The  following  operations  are  also  required  in  the 
above  calculation  :  — 


103 

103 

144 

1296 

125660 

63 

59 

9 

32 

1.80 

309 

927 

1296 

2592 

100528.00 

618 

515 

3888 

125660 

6489  6077  41472  226188.00 


411')      (JKADt  ATI\<i    M-TF.M     FOR   COUNTRY    SCHOOLS. 

41472)2261880.00(5.45HJ*$ 
2073CO 

188280 
16588S 

223920 
207360 

16560 

In  estimating  the  cost  from  the  metric  measure- 
m<  Mt>,  tlu  operation  is  as  follows  :  — 

37.5 
40  32 

1280X10  — 12800  sq.  cm."  750 
1125 

1200.0  X  10  — 12000  sq.  on 

12800  sq.  cm.  + 12000  sq.  cm.  —  24800  sq.  cm.,  or  2.48  sq  in. 

2.48  sq.  m. 
2.20 

4960 
496 

$5.456       The  answer  sought. 

In  the  first  calculation  there  arc  eighteen  opcr.t- 
tions  and  three  hundred  ami  three  figures;  in  the 
•ud  there  are  six  operations  and  seventy-lour 
figures. 

If  the  value  of  mathematics  depends  upon  the 
mental  discipline  it  gives,  we  certainly  should  hold 
fast  to  our  present  system,  for  the  discipline  afford*  <1 


UNIFORM    MONEY,    WEIGHTS,    AND   MEASURES.    447 

by  working  a  problem  by  it  is  at  least  tenfold  greater 
than  it  would  be  if  the  operation  were  metric. 

If  the  confusion  existing  in  Continental  Europe  at 
the  beginning  of  the  present  century  was  sufficient 
to  induce  the  nations  to  accept  the  metric  system, 
are  not  the  absurdities  we  have  pointed  out,  as  exist- 
ing in  our  country  at  the  present  day,  sufficient  to 
make  it  an  object  for  us  to  do  the  same  ?  By  the 
use  of  the  metric  system  we  not  only  get  rid  of  de- 
nominate numbers,  but  fractions  will  scarcely  ever 
enter  into  our  mathematical  operations. 

The  whole  world  is  a  unit ;  the  interests  of  all 
nations,  by  commerce  and  telegraphic  communica- 
tions, are  so  interlocked  that  neither  can  retain  a 
system  of  commercial  intercourse  out  of  harmony 
with  the  rest  We  are  out  of  harmony  at  present 
with  all  Continental  Europe.  This  unnatural  condi- 
tion cannot  continue,  and  as  we  cannot  expect  other 
nations  to  accept  our  system  in  preference  to  the 
metric,  it  must  be  considered  as  a  foregone  conclusion 
that  ours  must  be  supplanted  by  the  metric.  This 
change  does  not  involve  a  question  of  possibilities 
or  of  probabilities,  but  is  only  one  of  time.  Is  any- 
thing gained  by  postponing  the  date  of  making  this 
change?  Nothing  whatever.  Every  year's  delay 
makes  the  change  more  difficult,  but  the  change  must 
be  made  whatever  is  the  cost  or  trouble. 

Thus  far  it  can  be  said  that  we  have  not  been  in- 
different spectators  of  the  world's  progress  in  this 
matter.  We  have  made  a  beginning,  at  least. 


448       GRADUATING   SYSTEM    FOR   COUNTRY   SCHOOLS. 

In  this  country  the  system  was  legalized  in  1866, 
and  since  then  much  has  been  done  to  prepare  the 
way  for  its  exclusive  adoption.  It  is  used  by  the 
United  States  Coast  Survey,  the  greatest  of  our 
public  works.  The  postage  law  authorizes  its  use 
by  making  fifteen  grams  equivalent  to  a  half-ounce 
for  nil  po>tal  purposes.  A  knowledge  of  this  fart 
will  enable  any  one  to  save  six  per  cent  of  his  pos- 
tage < -xp« -uses,  for  fifteen  grams  exceed  half  an 
ounce  by  that  percentage.  The  postal  department  is 
required  to  furnish  metric  postal  balances  to  all  post- 
offices  that  make  requisitions  for  them,  and  many  of 
the  larger  ones  have  already  been  supplied. 

Besides  this  work  done  by  the  government  to  fur- 
ther the  use  of  the  system,  many  manufacturers  and 
merchants  are  beginning  tor  recognize  the  great  ad- 
vantages that  arc  to  be  gained  by  the  change.  The 
American  Watch  Company,  of  Walt  1mm,  Mass., 
that  employs  one  thousand  hands,  and  turns  out 
three  hundred  and  fifty  watches  daily,  has  adopt. d 
the  metric  system  in  all  its  operations.  AH  its  com- 
putations, drawings,  and  tools  are  purely  metric,  and 
the  superintendent  says  that  nothing  could  induce 
them  to  return  to  the  old  system.  Amherst  College 
has  taken  an  advanced  position  on  the  metric  sys- 
tem, which  will  soon,  in  all  probability,  be  followed 
by  other  leading  educational  institutions.  They  not 
only  require  a  knowledge  of  the  system  for  ad; 
sion,  but  the  professors  of  the  several  departments 
of  mathematics,  phy>i«>,  astronomy,  chemistry,  ge- 


UNIFORM   MONEY,    WEIGHTS,    AND   MEASURES.    449 

ology,  paleontology,  botany,  zoology,  anatomy,  and 
physiology  use  the  metric  denominations  in  their 
lectures  and  instructions. 

The  scientific  publications  issued  by  the  Smithso- 
nian Institute  at  Washington  contain  metric  expres- 
sions only  for  all  measurements.  The  American 
Library  Association,  recently  organized,  has  adopted 
the  centimeter  as  the  unit  for  the  measure  of  all 
books.  The  system  is  gaining  ground  very  rapidly 
among  physicians.  Two  societies  composed  of  the 
most  active  advocates  of  the  system  have  been 
formed  for  the  purpose  of  hastening  its  exclusive 
use.  The  one  is  called  the  "  Metrological  Society," 
and  has  its  headquarters  in  New  York,  and  the 
other  is  known  as  the  "  American  Metric  Bureau," 
and  is  located  in  Boston. 

Besides  these  home  influences  there  are-  others  of 
an  international  character  tending  to  make  the  early 
adoption  of  the  metric  system  by  our  country  a  ne- 
cessity. Scientific  men  and  associations,  and  scien- 
tific journals,  are -using  the  metric  system  almost 
exclusively  in  their  experiments,  calculations,  and 
writings.  The  International  Statistical  Congress, 
composed  of  representatives  from  all  nations,  pub- 
lish all  their  reports,  containing  information  of  vast 
importance  to  the  world,  in  metric  nomenclature. 
The  International  Social  Science  Association  exerts 
a  powerful  influence  in  every  country  of  the  civilized 
globe.  Its  proceedings  are  given  in  metric  terms. 

The  indications  at  present  are  that  the  last  coun- 

29 


450       GRADUATING    SV-IKM    FOR   COUNT! IV     SCHOOLS. 

try  to  adopt  the  system  will  be  either  England  or 
the  United  States,  and  neither  will  be  long  in  fol- 
lowing the  other. 

\Ye  led  the  world  in  decimal  currency;  why 
should  we  l)c  so  slow  in  reducing  all  our  other  table* 
to  equal  simplicity?  When  this  country  proclaimed 
itself  independent  of  Great  Britian,  it  is  a  matter  of 
great  regret  that  we  did  not  declare  ourselves  for- 
ever  free  from  all  the  al»urditie<  found  in  their 
tallies  of  weights  and  niea-ure-.  In-lead  of  doing 
thi-,  we  accepted  them  all,  and  added  some  others  of 
our  own.  None  of  our  standards  agree  pivi-.-ly 
with  those  of  Kngland.  except  that  for  the  measure 
of  length,  and  until  the  year  lS."i">  there  \\.-i-  a  varia- 
tion in  that  also.  The  time  is  now  at  hand,  in  my 
judgment,  for  us  to  moke  our  second  declaration  of 
independence.  Congress  should  be  petitioned  to  tix 
a  time  in  the  near  future  when  this  great  and  glnri- 
oii-  change  shall  l>e  accomplished,  and  we  should  all 
adapt  ourselves  to  the  new  order  of  things  as  soon 
a>  possible.  Teachers  can  do  much  to  bring  about 
this  desirable  result.  The  subject  should  be  taught 
in  every  school.  If  the  children  now  receiving  their 
education  become  familiar  with  the  metric  units,  they 
will  find  little  trouble  in  their  use  in  active  life,  and  I 
have  not  the  slightest  doubt  that  the  use  of  the 
system  will  be  made  compulsory  before  these  chil- 
dren become  men  and  women. 

The  desirableness  of  this  change  is  beyond  all 
conception.  It  brings  all  ordinary  calculations 


UNIFORM   MONEY,    WEIGHTS,    AND   MEASURES.    451 

within  the  arithmetic  of  every  person  who  can  add, 
subtract,  multiply,  and  divide  simple  numbers. 
Two  years,  at  least,  can  be  saved  of  the  time  chil- 
dren now  devote  to  arithmetic,  and  with  this  saving 
the  pupils,  when  they  leave  school,  will  be  far  bet- 
ter prepared  to  perform  the  arithmetical  operations 
business  calls  for,  than  now.  Devote  this  time 
gained  to  the  study  of  other  important  subjects,  and 
the  advantages  derived  will  be  multiplied  manifold. 

The  teaching  force  of  this  country  constitutes  a 
tremendous  power.  Let  it  be  found  united  in  its 
efforts  to  secure,  on  the  part  of  Congress,  the  adoption 
of  the  metric  system,  and  the  years  will  not  be  many 
before  we  are  in  possession  of  the  greatest  commercial 
blessing  that  can  be  secured. 


THE  END. 


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"  OFFICE  OF  SUPT.  OF  PUBLIC  SCHOOLS, 
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